Source Age Range as defined by the Source; Our Age Range as defined by our research team; Identifier is an Attitude, Skill, or Knowledge;
| Source | Source Age Range | Our Age Range | Expected Atiitude, Skill, or Knowledge | Identifier | Identifier can be measured by |
|---|---|---|---|---|---|
| Rape, Abuse, and Incest National Network | Child | Infant; Early Childhood; Middle Childhood; Adolescence | What to do if abuse occurs. | S, K | Vignettes/ Multiple choice |
| Rape, Abuse, and Incest National Network | Child | Infant; Early Childhood; Middle Childhood; Adolescence | Who to tell if abuse occurs. | K | Vignettes/ Multiple choice |
| American Academy of Pediatrics | Children | Infant; Early Childhood; Middle Childhood; Adolescence | Proper names for gentials. | K | Diagrams |
| American Academy of Pediatrics | Children | Infant; Early Childhood; Middle Childhood; Adolescence | Body part privacy. | K | Vignettes/ Multiple choice |
| American Academy of Pediatrics | Children | Infant; Early Childhood; Middle Childhood; Adolescence | Not secret keeping between chidlren and parents. | K | Multiple choice |
| American Academy of Pediatrics | Children | Infant; Early Childhood; Middle Childhood; Adolescence | Awareness of grooming behaviors (Treats, toys, outings). | K | Vignettes/ Multiple choice |
| Geriatrics Healthcare Professionals | Older Adults | Late Adulthood | STI prevention (background and body check partner). | S, K | Vingettes/ Multiple choice/ Picture Identification |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Describe male and female sexual and reproductive systems including body parts and their functions. | K | Multiple-Choice Question |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Identify accurate and credible sources of information about sexual health. | K | Multiple-Choice Question |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Describe the physical, social, cognitive and emotional changes of adolescence. | K | Open-ended question… |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Identify medically accurate sources of information about puberty, adolescent development and sexuality. | K | Open-ended question… |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Demonstrate the use of a decision making model and evaluate possible outcomes of decisions adolescents might make. | K | Vignette. |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Differentiate between gender identity, gender expression and sexual orientation | K | Multiple-Choice Question |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Analyze external influences that have an impact on one’s attitudes about gender, sexual orientation and gender identity | K | Multiple-Choice Question |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Communicate respectfully with and about people of all gender identities, gender expressions and sexual orientations | S | Oral Test |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Define sexual intercourse and its relationship to human reproduction | K | Multiple-Choice Question |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Define sexual abstinence as it relates to pregnancy prevention | K | Multiple-Choice Question |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Examine how alcohol and other substances, friends, family, media, society and culture influence decisions about engaging in sexual behaviors | K | Open-ended question… |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Demonstrate the use of effective communication skills to support one’s decision to abstain from sexual behaviors | K | Oral Test |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Explain the health benefits, risks and effectiveness rates of various methods of contraception, including abstinence and condoms | K | Open-ended question… |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Demonstrate the use of effective communication and negotiation skills about the use of contraception including abstinence and condoms | S | Multiple-Choice Question |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Describe the steps to using a condom correctly | S | Open-ended question… |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Define emergency contraception and its use | K | Open-ended question… |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Describe the signs and symptoms of a pregnancy | K | Multiple-Choice Question |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Identify prenatal practices that can contribute to a healthy pregnancy | K | Open-ended question… |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Define STDs, including HIV, and how they are and are not transmitted | K | Open-ended question… |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Identify medically accurate information about STDs, including HIV | K | Open-ended question… |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Compare and contrast behaviors, including abstinence, to determine the potential risk of STD/HIV transmission from each | K | Multiple-Choice Question |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Analyze the impact of alcohol and other drugs on safer sexual decisionmaking and sexual behaviors | K | Open-ended question… |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Identify local STD and HIV testing and treatment resources | K | Open-ended question… |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Compare and contrast the characteristics of healthy and unhealthy relationships | K | Multiple-Choice Question |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Explain the criteria for evaluating the health of a relationship | K | Open-ended question… |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Describe the potential impacts of power differences such as age, status or position within relationships | K | Open-ended question… |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Analyze the similarities and differences between friendships and romantic relationships | K | Multiple-Choice Question |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Demonstrate communication skills that foster healthy relationships | S | Open-ended question… |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Describe a range of ways people express affection within various types of relationships | K | Open-ended question… |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Demonstrate effective ways to communicate personal boundaries and show respect for the boundaries of others | S | Open-ended question… |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Describe the advantages and disadvantages of communicating using technology and social media | K | Open-ended question… |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Develop a plan to stay safe when using social media | A | Open-ended question… |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Describe situations and behaviors that constitute bullying, sexual harassment, sexual abuse, sexual assault, incest, rape and dating violence | K | Open-ended question… |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Describe ways to treat others with dignity and respect | K | Open-ended question… |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Discuss the impacts of bullying, sexual harassment, sexual abuse, sexual assault, incest, rape and dating violence and why they are wrong | A | Open-ended question… |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Demonstrate ways they can respond when someone is being bullied or harassed | S | Multiple-Choice Question |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Explain that no one has the right to touch anyone else in a sexual manner if they do not want to be touched | A | Open-ended question… |
| National Sexuality Education Standards | Grades 6 - 8 | Adolescence | Explain why a person who has been raped or sexually assaulted is not at fault | K | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Describe the human sexual response cycle, including the role hormones play | K | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Analyze how brain development has an impact on cognitive, social and emotional changes of adolescence and early adulthood | K | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Apply a decision making model to various situations relating to sexual health | K | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Differentiate between biological sex, sexual orientation, and gender identity and expression | K | Multiple-Choice Question |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Analyze the influence of friends, family, media, society and culture on the expression of gender, sexual orientation and identity | K | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Distinguish between sexual orientation, sexual behavior and sexual identity | K | Multiple-Choice Question |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Compare and contrast the advantages and disadvantages of abstinence and other contraceptive methods, including condoms | K | Multiple-Choice Question |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Analyze influences that may have an impact on deciding whether or when to engage in sexual behaviors | K | Vignette. |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Access medically accurate information about contraceptive methods, including abstinence and condoms | K | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Describe the steps to using a condom correctly | K | Multiple-Choice Question |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Demonstrate ways to communicate decisions about whether or when to engage in sexual behaviors | S | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Define emergency contraception and describe its mechanism of action | K | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Identify the laws related to reproductive and sexual health care services (i.e., contraception, pregnancy options, safe surrender policies, prenatal care) | K | Multiple-Choice Question |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Describe the signs of pregnancy | K | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Analyze internal and external influences on decisions about pregnancy options | K | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Describe prenatal practices that can contribute to or threaten a healthy pregnancy | K | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Assess the skills and resources needed to become a parent | K | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Compare and contrast the laws relating to pregnancy, adoption, abortion and parenting | K | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Describe common symptoms of and treatments for STDs, including HIV | K | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Explain how to access local STD and HIV testing and treatment services | K | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Demonstrate skills to communicate with a partner about STD and HIV prevention and testing | S | Vignette. |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Apply a decision- making model to choices about safer sex practices, including abstinence and condoms | S | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Analyze individual responsibility about testing for and informing partners about STDs and HIV status | K | Vignette. |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Evaluate the effectiveness of abstinence, condoms and other safer sex methods in preventing the spread of STDs, including HIV | K | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Analyze factors that may influence condom use and other safer sex decisions | K | Multiple-Choice Question |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Access medically accurate prevention information about STDs, including HIV | S | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Develop a plan to eliminate or reduce risk for STDs, including HIV | S | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Describe the laws related to sexual health care services, including STD and HIV testing and treatment | K | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Describe characteristics of healthy and unhealthy romantic and/or sexual relationships | K | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Explain how media can influence one’s beliefs about what constitutes a healthy sexual relationship | K | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Describe a range of ways to express affection within healthy relationships | K | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Define sexual consent and explain its implications for sexual decision making | K | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Analyze factors, including alcohol and other substances, that can affect the ability to give or perceive the provision of consent to sexual activity | S | Multiple-Choice Question |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Demonstrate effective ways to communicate personal boundaries as they relate to intimacy and sexual behavior | S | Vignette. |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Evaluate the potentially positive and negative roles of technology and social media in relationships | K | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Describe strategies to use social media safely, legally and respectfully | K | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Compare and contrast situations and behaviors that may constitute bullying, sexual harassment, sexual abuse, sexual assault, incest, rape and dating violence | K | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Access valid resources for help if they or someone they know are being bullied or harassed, or have been sexually abused or assaulted | S | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Demonstrate effective ways to communicate with trusted adults about bullying, harassment, abuse or assault | S | Vignette. |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Analyze the laws related to bullying, sexual harassment, sexual abuse, sexual assault, incest, rape and dating violence | K | Multiple-Choice Question |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Explain why using tricks, threats or coercion in relationships is wrong | A | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Describe potential impacts of power differences (e.g., age, status or position) within sexual relationships | K | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Identify ways in which they could respond when someone else is being bullied or harassed | K | Open-ended question… |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Analyze the external influences and societal messages that impact attitudes about bullying, sexual harassment, sexual abuse, sexual assault, incest, rape and dating violence | K | Multiple-Choice Question |
| National Sexuality Education Standards | Grades 9 - 12 | Adolescence | Explain why a person who has been raped or sexually assaulted is not at fault | A | Open-ended question… |
| Advocates for Youth | 6th grade | Adolescence | Name at least one physical, social, cognitive and emotional change young people go through during adolescence. | K | Open-ended question, "Name at least one…" |
| Advocates for Youth | 6th grade | Adolescence | Identify at least two websites that contain additional medically- accurate information about puberty and adolescence for young people their age. | K | MPC |
| Advocates for Youth | 6th grade | Adolescence | Name at least two characteristics that are stereotypically attached to boys, and two that are stereotypically attached to girls. | K | Open-ended question, "Name at least one…" |
| Advocates for Youth | 6th grade | Adolescence | Describe their own feelings about behaviors being ascribed to a particular gender. | A | Open-ended question |
| Advocates for Youth | 6th grade | Adolescence | Define what a boundary is, with an emphasis on personal boundaries. | K | MPC |
| Advocates for Youth | 6th grade | Adolescence | Demonstrate how to be clear about one’s own and show respect for others’ boundaries. | K | MPC |
| Advocates for Youth | 6th grade | Adolescence | Demonstrate an understanding that no one has the right to violate someone else’s boundaries, and that doing so may be against the law. | K | vignette |
| Advocates for Youth | 6th grade | Adolescence | Name at least one resource to whom they can report sexual assault or rape. | K | Open-ended question, "Name at least one…" |
| Advocates for Youth | 6th grade | Adolescence | Define three types of communication: passive, assertive and aggressive. | K | Labeling |
| Advocates for Youth | 6th grade | Adolescence | Demonstrate an understanding of assertive communication as the most effective way of telling someone they do not want to do something sexual with them. | K, S | vignette |
| Advocates for Youth | 6th grade | Adolescence | Demonstrate an understanding of how to communicate assertively about one’s own decision to wait to engage in any shared sexual behaviors. | K, S | vignette |
| Advocates for Youth | 6th grade | Adolescence | Describe at least two characteristics of a friendship, and two characteristics of a romantic relationship. | K | Open-ended question |
| Advocates for Youth | 6th grade | Adolescence | Identify at least two similarities and two differences between friendships and romantic relationships. | K | Matching |
| Advocates for Youth | 6th grade | Adolescence | List at least three non-sexual activities people can do to show others they like or love them. | K | MPC |
| Advocates for Youth | 6th grade | Adolescence | Describe the three types of sexual intercourse, including whether/how they are related to human reproduction. | K | Open-ended question |
| Advocates for Youth | 6th grade | Adolescence | Define “abstinence” and its connection to pregnancy prevention. | K | MPC |
| Advocates for Youth | 6th grade | Adolescence | Name at least two characteristics of accurate, reliable websites on sexuality and sexual health. | K | Open-ended question, "Name at least two…" |
| Advocates for Youth | 6th grade | Adolescence | Demonstrate an understanding of how to determine whether a website is medically accurate, age-appropriate and youth-positive. | K, S | Vignette |
| Advocates for Youth | 7th grade | Adolescence | Name at least two parts of the male and female internal and external sexual and reproductive systems. | K | Open-ended question, "Name at least two…" |
| Advocates for Youth | 7th grade | Adolescence | Describe the function of at least two parts of the male and female internal and external sexual and reproductive systems. | K | Open-ended question |
| Advocates for Youth | 7th grade | Adolescence | Demonstrate a basic understanding of the menstrual cycle. | K | Diagram |
| Advocates for Youth | 7th grade | Adolescence | Demonstrate a basic understanding of where sperm is made and how it leaves the body. | K | MPC |
| Advocates for Youth | 7th grade | Adolescence | Describe the process of human reproduction by identifying the correct order of the steps involved with conception. | K | Diagram |
| Advocates for Youth | 7th grade | Adolescence | Define sexual intercourse. | K | MPC |
| Advocates for Youth | 7th grade | Adolescence | Name at least three common symptoms of pregnancy. | K | Open-ended question, "Name at least three…" |
| Advocates for Youth | 7th grade | Adolescence | List at least two things a person can do once they discover they are pregnant to promote a heathy pregnancy. | K | MPC |
| Advocates for Youth | 7th grade | Adolescence | Define STDs and HIV. | K | MPC |
| Advocates for Youth | 7th grade | Adolescence | Name at least three common STDs and how they are transmitted. | K | Open-ended question, "Name at least three…" |
| Advocates for Youth | 7th grade | Adolescence | Compare sexual behaviors that put people at high, low or no risk for STDs. | K | T/F |
| Advocates for Youth | 7th grade | Adolescence | Define the terms sexual orientation, gender identity and gender expression. | K | MPC |
| Advocates for Youth | 7th grade | Adolescence | Describe how each term is different from the others. | K | Open-ended question |
| Advocates for Youth | 7th grade | Adolescence | Name at least two factual statements and two incorrect statements about sexual orientation and gender. | K | Open-ended question, "Name at least two…" |
| Advocates for Youth | 7th grade | Adolescence | List at least two respectful ways of communicating with or about LGBTQ individuals. | K | Open-ended question |
| Advocates for Youth | 7th grade | Adolescence | Name at least two stereotypes associated with why many people value the gender binary of “boys” and “girls.” | K | Open-ended question, "Name at least two…" |
| Advocates for Youth | 7th grade | Adolescence | Analyze at least two sources of gendered messages and expectations that exist within their culture. | K, S | Vignette |
| Advocates for Youth | 7th grade | Adolescence | Describe at least one connection between gender expectations and discomfort around non-heterosexual orientations. | K | Open-ended question |
| Advocates for Youth | 7th grade | Adolescence | Demonstrate an understanding of using a decision-making model to determine whether they want to be in a sexual relationship. | K, S | Diagram |
| Advocates for Youth | 7th grade | Adolescence | Demonstrate their understanding of how to apply the SMART decision-making model to real-life situations. | K, S | Open-ended question |
| Advocates for Youth | 7th grade | Adolescence | Describe three different types of communication people use. | K | Open-ended question |
| Advocates for Youth | 7th grade | Adolescence | Demonstrate how to effectively use assertive communication in relationships. | K, S | Role Play Scenario |
| Advocates for Youth | 7th grade | Adolescence | Describe their own experiences of being disrespected and the impact these experiences had on them. | K, A | Open-ended question |
| Advocates for Youth | 7th grade | Adolescence | List at least two examples of ways in which people are treated respectfully or disrespectfully because of their gender and/or sexual orientation. | K | Open-ended question |
| Advocates for Youth | 7th grade | Adolescence | Describe at least one situation in which a young person was discriminated against because of their gender or sexual orientation, and the steps they took to advocate for change that would end that discrimination. | K | Open-ended question |
| Advocates for Youth | 7th grade | Adolescence | Describe positive aspects of online talking and messaging. | K | Open-ended question |
| Advocates for Youth | 7th grade | Adolescence | Identify examples of flirting and chatting that can be inappropriate or risky. | K | Vignette |
| Advocates for Youth | 7th grade | Adolescence | Demonstrate an understanding of how to deal with uncomfortable situations when communicating online. | K, S | MPC |
| Advocates for Youth | 8th grade | Adolescence | Describe at least two things their school does well aroundLGBTQ inclusion, as well as two things it could do better. | K | Open-ended question |
| Advocates for Youth | 8th grade | Adolescence | Explain what that they, as students, can do to improve theschool environment around LGBTQ inclusion. | K | "Select all of the following…" |
| Advocates for Youth | 8th grade | Adolescence | Name at least one reliable website about sexual orientation andgender identity for their age group. | K | Open-ended question, "Name at least one…" |
| Advocates for Youth | 8th grade | Adolescence | Name at least two people or entities from which young people receive messages about relationships and sexuality. | K | Open-ended question, "Name at least two…" |
| Advocates for Youth | 8th grade | Adolescence | Describe at least one message young people might receive about sex and sexuality from each of these sources. | K | Open-ended question |
| Advocates for Youth | 8th grade | Adolescence | Explain how these messages can have an impact on a young person’s sexual decision-making. | K, S | "Select all of the following…" |
| Advocates for Youth | 8th grade | Adolescence | Reflect on how examining these influences can have an impact on their self-concept and body image, which can affect their own sexual decision making in the future. | K, S | Open-ended question |
| Advocates for Youth | 8th grade | Adolescence | Characterize, in their own opinion, at least one relationship trait as either healthy or unhealthy. | K, S, A | |
| Advocates for Youth | 8th grade | Adolescence | Name at least two types of power differential in relationships, as well as their implication for the relationship. | K | Open-ended question, "Name at least two…" |
| Advocates for Youth | 8th grade | Adolescence | Describe at least two ways in which an unhealthy relationship can become a healthy one. | K | Open-ended question |
| Advocates for Youth | 8th grade | Adolescence | Apply their understanding of healthy relationships to a couple represented in the media. | K, S | Vignette |
| Advocates for Youth | 8th grade | Adolescence | Identify at least two characteristics of healthy communication in a relationship. | K | MPC |
| Advocates for Youth | 8th grade | Adolescence | Apply their understanding of healthy communication to a scenario between two people who are discussing technology use within a relationship. | K, S | Role Play Scenario |
| Advocates for Youth | 8th grade | Adolescence | Name at least two characteristics of effective listening. | K | Open-ended question, "Name at least two…" |
| Advocates for Youth | 8th grade | Adolescence | Name at least two characteristics of effective communication. | K | Open-ended question, "Name at least two…" |
| Advocates for Youth | 8th grade | Adolescence | Demonstrate proficiency with using effective listening and communication skills in scenarios relating to sexual decision-making and safer sex. | K, S | Role Play Scenario |
| Advocates for Youth | 8th grade | Adolescence | Name at least one thing they do and don’t like about communicating via text. | K | Open-ended question, "Name at least one…" |
| Advocates for Youth | 8th grade | Adolescence | Identify at least two ways in which people can miscommunicate via text and the impact these miscommunications can have on their relationship with another person. | K | MPC |
| Advocates for Youth | 8th grade | Adolescence | Explain at least one way of texting clearly and respectfully with another person in an effort to avoid misunderstandings. | K | Open-ended question |
| Advocates for Youth | 8th grade | Adolescence | Name at least two different types of sexual assault. | K | Open-ended question, "Name at least two…" |
| Advocates for Youth | 8th grade | Adolescence | List at least one example of each of the following: mutualconsent, unfair manipulation, threats and aggression. | K | Matching |
| Advocates for Youth | 8th grade | Adolescence | Describe at least two possible impacts of a sexual assaultor abusive relationship on the person who was assaulted. | K | Open-ended question |
| Advocates for Youth | 8th grade | Adolescence | Demonstrate an understanding of how to report a sexual assault or abusive relationship. | K, S | Vignette |
| Advocates for Youth | 8th grade | Adolescence | Describe the impact of correct and consistent use of a birth control method on how effective it is at preventing pregnancy. | K | Open-ended question |
| Advocates for Youth | 8th grade | Adolescence | Correctly recall that there is generally a gap between when a person may start to have vaginal sex and when they may wish to get pregnant, which makes using effective birth control important. | K | T/F |
| Advocates for Youth | 8th grade | Adolescence | State correctly what emergency contraception is. | K | Open-ended question |
| Advocates for Youth | 8th grade | Adolescence | Describe correctly, and in order, the steps to using an external condom. | K | Diagram |
| Advocates for Youth | 8th grade | Adolescence | Describe how an internal condom is used. | K | Open-ended question |
| Advocates for Youth | 8th grade | Adolescence | Describe at least two ways in which STDs, including HIV, can be transmitted. | K | Open-ended question |
| Advocates for Youth | 8th grade | Adolescence | Name at least one step they plan to take personally toreduce or eliminate their chances of contracting an STD. | K | Open-ended question, "Name at least one…" |
| Advocates for Youth | 8th grade | Adolescence | Name at least one health center in their area to which theycan go for STD testing and treatment that is affordable andconfidential. | K | Open-ended question, "Name at least one…" |
| Advocates for Youth | 9th grade | Adolescence | Describe at least three characteristics of an unhealthy or emotionally abusive relationship. | K | Open-ended question |
| Advocates for Youth | 9th grade | Adolescence | Explain at least one thing a person in an unhealthy or abusive relationship can do to leave that relationship. | K | Open-ended question |
| Advocates for Youth | 9th grade | Adolescence | Identify their own feelings about partners’ roles and responsibilities in a relationship when there is a power difference between the two. | K, A | Open-ended question |
| Advocates for Youth | 9th grade | Adolescence | Describe at least two characteristics of effective communication. | K | Open-ended question |
| Advocates for Youth | 9th grade | Adolescence | Apply effective communication skills to a scenario relating to communicating with a partner about having a sexual relationship. | K, S | Role Play Scenario |
| Advocates for Youth | 9th grade | Adolescence | Describe at least two impacts of rape and sexual assault on someone who has been assaulted. | K | Open-ended question |
| Advocates for Youth | 9th grade | Adolescence | Explain why a person who has been raped or sexually assaulted is never at fault. | K | Open-ended question |
| Advocates for Youth | 9th grade | Adolescence | Reflect on their own feelings about rape and sexual abuse. | K, A | Open-ended question |
| Advocates for Youth | 9th grade | Adolescence | Name at least two online resources a rape or sexual abuse survivor can access for more information and support. | K | Open-ended question, "Name at least two…" |
| Advocates for Youth | 9th grade | Adolescence | Name at least three different sexual orientations. | K | Open-ended question, "Name at least three…" |
| Advocates for Youth | 9th grade | Adolescence | Describe the three components of sexual orientation (orientation, behavior, and identity) and how they are unique from and connected to each other. | K | Open-ended question |
| Advocates for Youth | 9th grade | Adolescence | Explain what gender and gender identity are, and how they are different from biological sex. | K | MPC |
| Advocates for Youth | 9th grade | Adolescence | Define “gender script” while providing several examples of these scripts. | K | MPC |
| Advocates for Youth | 9th grade | Adolescence | Identify at least three sources of gender scripts and messages they have received growing up. | K | Open-ended question |
| Advocates for Youth | 9th grade | Adolescence | Describe the steps involved in one decision-making model. | K | Diagram |
| Advocates for Youth | 9th grade | Adolescence | Apply the decision-making model to a scenario relating to pregnancy prevention and safer sex. | K, S | Role Play Scenario |
| Advocates for Youth | 9th grade | Adolescence | Identify various reasons why teens choose to engage or not engage in sexual behaviors. | K | T/F |
| Advocates for Youth | 9th grade | Adolescence | Identify at least three questions whose answers can help determine if they are ready to engage in sexual behavior with a partner. | K | MPC |
| Advocates for Youth | 9th grade | Adolescence | Articulate a message that clearly identifies where they stand on engaging in sexual behavior with a partner at this time in their lives. | K | Open-ended question |
| Advocates for Youth | 9th grade | Adolescence | Name the only 100% effective way of avoiding an STD. | K | Open-ended question, "Name the one way…" |
| Advocates for Youth | 9th grade | Adolescence | Explain why having oral, anal or vaginal sex with an infected partner puts a person or couple at risk for STDs. | K | MPC |
| Advocates for Youth | 9th grade | Adolescence | Name one health clinic or center in their area that provides STD testing and treatment for teens. | K | Open-ended question, "Name at least one…" |
| Advocates for Youth | 9th grade | Adolescence | Name at least two symptoms of pregnancy. | K | Open-ended question, "Name at least two…" |
| Advocates for Youth | 9th grade | Adolescence | Explain the three choices a person has when they learn that they are pregnant. | K | MPC |
| Advocates for Youth | 9th grade | Adolescence | Describe at least two reasons why a person might or might not choose each of the options. | K | Open-ended question |
| Advocates for Youth | 9th grade | Adolescence | Define “prenatal care.” | K | T/F |
| Advocates for Youth | 9th grade | Adolescence | Access medically-accurate information about pregnancy options, including prenatal care. | K, S | Open-ended question |
| Advocates for Youth | 9th grade | Adolescence | Name at least three facts about STD symptoms. | K | Open-ended question, "Name at least three…" |
| Advocates for Youth | 9th grade | Adolescence | Describe at least three facts about STD testing. | K | Open-ended question |
| Advocates for Youth | 9th grade | Adolescence | Apply knowledge about STD symptoms and testing to hypothetical situations relating to safer sex. | K, S | Vignette |
| Advocates for Youth | 9th grade | Adolescence | Distinguish between an accurate online resources about STDs and one that provides distorted, disrespectful information to youth. | K, S | Matching |
| Advocates for Youth | 9th grade | Adolescence | Describe the steps to putting on a condom correctly. | K | Diagram |
| Advocates for Youth | 9th grade | Adolescence | Demonstrate their understanding of the steps to correct condom use. | K, S | Diagram |
| Advocates for Youth | 9th grade | Adolescence | Apply information relating to how to obtain condoms in their community by attempting to obtain condoms on their own. | K, S | Perform and report |
| Advocates for Youth | 10th grade | Adolescence | Define the terms “consent,” “coercion” and “incapacitated.” | K | Matching |
| Advocates for Youth | 10th grade | Adolescence | Differentiate between a situation in which consent is clearly given and one in which it is not. | K, S | Vignette |
| Advocates for Youth | 10th grade | Adolescence | Demonstrate an understanding of how giving and getting clear consent is part of a respectful relationship. | K | Matching |
| Advocates for Youth | 10th grade | Adolescence | List at least three methods of effective birth control for teens. | K | MPC |
| Advocates for Youth | 10th grade | Adolescence | Analyze at least three factors that have an impact on a teen’s ability to successfully use birth control. | K | Open-ended question |
| Advocates for Youth | 10th grade | Adolescence | Recall at least two reasons why a teen might want to use birth control that are independent from preventing pregnancy. | K | Open-ended question |
| Advocates for Youth | 10th grade | Adolescence | Describe at least three laws in their state relating to minors’ rights and sexual and reproductive health. | K | Open-ended question |
| Advocates for Youth | 10th grade | Adolescence | Identify at least one belief they have relating to sexual and reproductive decision-making. | K, A | Open-ended question |
| Advocates for Youth | 10th grade | Adolescence | Apply their knowledge and self-reflection to accessing reliable, accurate information about sexuality- and reproductive health-related laws. | K | Perform and report |
| Advocates for Youth | 10th grade | Adolescence | Explain the impact of having a communication style that is similar to or different from a partner on the ability to communicate about important topics. | K | Open-ended question |
| Advocates for Youth | 10th grade | Adolescence | Demonstrate how to communicate with a partner about STD risk and protecting their own and their partner’s sexual health. | K, S | Role Play Scenario |
| Advocates for Youth | 10th grade | Adolescence | Demonstrate an understanding of where and how to be tested for STDs both in person and at home. | K, S | MPC |
| Advocates for Youth | 10th grade | Adolescence | Define what sexting is. Describe two disadvantages and two reasons why someone may sext. | K | MPC |
| Advocates for Youth | 10th grade | Adolescence | Identify at least two connections between child pornography and sexting laws. | K | Matching |
| Advocates for Youth | 10th grade | Adolescence | Describe at least two facts relating to sexting laws in their state. | K | Open-ended question |
| Advocates for Youth | 10th grade | Adolescence | Explain at least two options for people involved in sexting situations. | K | Vignette |
| Advocates for Youth | 10th grade | Adolescence | Identify at least two things their school does well around LGBTQ inclusion, and at least two things they could improve upon. | K | Open-ended question |
| Advocates for Youth | 10th grade | Adolescence | Demonstrate an understanding of what advocacy and lobbying are, and how they can be used to make change at school. | K | MPC |
| Advocates for Youth | 10th grade | Adolescence | Demonstrate how to make a persuasive argument for policy change. | K, S | Perform and report |
| Advocates for Youth | 10th grade | Adolescence | Analyze at least three strategies to distinguish whether a sexual health resource contains accurate and reliable information for teens. | S | Matching |
| Advocates for Youth | 10th grade | Adolescence | List at least two accurate and reliable sources of sexual health information for teens. | K | Open-ended question |
| Advocates for Youth | 11th grade | Adolescence | Describe at least two preconceived notions about particular categories of students. | K, A | Open-ended question |
| Advocates for Youth | 11th grade | Adolescence | Describe at least two similarities between negative self-image and sexual decision-making. | K | Open-ended question |
| Advocates for Youth | 11th grade | Adolescence | Write at least one positive, affirming message for students who may be feeling poorly about who they are. | S, A | Perform and report |
| Advocates for Youth | 11th grade | Adolescence | Define what a boundary is. | K | T/F |
| Advocates for Youth | 11th grade | Adolescence | Explain at least two examples of types of boundaries. | K | MPC |
| Advocates for Youth | 11th grade | Adolescence | Clarify what their own boundaries are in relation to physical touch. | A | Open-ended question |
| Advocates for Youth | 11th grade | Adolescence | Demonstrate an understanding for the need to communicate about boundaries in a romantic or sexual relationship. | K | Vignette |
| Advocates for Youth | 11th grade | Adolescence | Describe at least two characteristics of five different types of relationship abuse. | K | Open-ended question |
| Advocates for Youth | 11th grade | Adolescence | Explain what, in their own opinion, does and does not constitute relationship abuse. | K, A | Vignette |
| Advocates for Youth | 11th grade | Adolescence | Name one online and one hotline resource teens can use to get help if they or someone they know is in an abusive relationship. | K | Open-ended question, "Name at least one…" |
| Advocates for Youth | 11th grade | Adolescence | Describe at least three characteristics of a good parent. | K | Open-ended question |
| Advocates for Youth | 11th grade | Adolescence | Name at least one local resource a young parent can go to for resources and support. | K | Open-ended question, "Name at least one…" |
| Advocates for Youth | 11th grade | Adolescence | Define sexual orientation, biological sex, gender and gender identity. | K | Matching |
| Advocates for Youth | 11th grade | Adolescence | Name at least two positive and two negative things about being a particular gender and sexual orientation. | K | Open-ended question, "Name at least two…" |
| Advocates for Youth | 11th grade | Adolescence | Describe at least three sources of messages about gender and sexual orientation. | K | Open-ended question |
| Advocates for Youth | 12th grade | Adolescence | Apply existing laws relating to reproductive decision-making and rights to scenarios in which teens face an unplanned pregnancy and are weighing their options. | K, S | Vignette |
| Advocates for Youth | 12th grade | Adolescence | Describe at least three inherent rights teens have relating to their sexual and reproductive decision-making. | K | Open-ended question |
| Advocates for Youth | 12th grade | Adolescence | Name at least three messages they receive about sexuality from different people in their lives. | K | Open-ended question, "Name at least three…" |
| Advocates for Youth | 12th grade | Adolescence | Describe the extent to which these people have an impact on students’ decision-making. | K | Open-ended question |
| Advocates for Youth | 12th grade | Adolescence | Identify at least two other factors that have an impact on sexual decision-making. | K | MPC |
| Advocates for Youth | 12th grade | Adolescence | Identify their own feelings about a specific type of law relating to statutory rape. | A | Open-ended question |
| Just Say Don't Know Sexuality Education In Texas Public Schools | Grades 7 - 8 | Adolescence | Identify information relating to abstinence | K, S | "Select all of the following…" |
| Just Say Don't Know Sexuality Education In Texas Public Schools | Grades 7 - 8 | Adolescence | Analyze the importance of abstinence from sexual activity as the perferred choice of behavior in relationship to all sexual activity for unmarried persons of school age | K, S | Vignette. |
| Just Say Don't Know Sexuality Education In Texas Public Schools | Grades 7 - 8 | Adolescence | Discuss abstinence from sexual activity as the only method that is 100% effective in preventing pregnancy; sexually transmitted diseases; and the sexual transmission of HIV or acquired immune deficiency syndrome, and the emotional trauma associated with adolescent sexual activity | K | Open-ended question, "Share 5 ways…" |
| Just Say Don't Know Sexuality Education In Texas Public Schools | Grade 9 - 10 | Adolescence | Analyze the relationship between the use of refusal skills and the avoidance of unsafe situations such as sexual abstinance | K, S | Vignette. |
| Just Say Don't Know Sexuality Education In Texas Public Schools | Grade 9 - 10 | Adolescence | Analyze the importance and benefits of abstinance as it relates to emotional health and the prevention of pregnancy and sexually-transmitted diseases | K, S | Vignette. |
| Just Say Don't Know Sexuality Education In Texas Public Schools | Grade 9 - 10 | Adolescence | Analyze the importance of abstinence from sexual activity as the perferred choice of behavior in relationship to all sexual activity for unmarried persons of school age | K, S | Vignette. |
| Just Say Don't Know Sexuality Education In Texas Public Schools | Grade 9 - 10 | Adolescence | Discuss abstinence from sexual activity as the only method that is 100% effective in preventing pregnancy; sexually transmitted diseases; and the sexual transmission of HIV or acquired immune deficiency syndrome, and the emotional trauma associated with adolescent sexual activity | K | Open-ended question, "Share 5 ways…" |
| Health Smart | Grades 6 - 8 | Adolescence | Engage in behaviors that prevent or reduce sexually transmitted disease (STD), including HIV.* (Abstinence) | K, A | Vignette |
| Health Smart | Grades 6 - 8 | Adolescence | Avoid pressuring others to engage in sexual behaviors. | K, A | Vignette |
| Health Smart | Grades 6 - 8 | Adolescence | Support others to avoid or reduce sexual risk behaviors. | A | Open-ended question |
| Health Smart | Grades 6 - 8 | Adolescence | Treat others with courtesy and respect without regard to their sexuality | A | Vignette |
| Health Smart | Grades 6 - 8 | Adolescence | Use appropriate health services to promote sexual health. | S | Multiple choice |
| Health Smart | Grades 9 - 12 | Adolescence | Show tolerance and acceptance of difference in others. | K, S | Open-ended questions |
| Teaching Sexual Health. CA. | 6th grade | Adolescence | Identify and describe the stages and factors that can affect human development from conception through birth. | K | Open-ended Question |
| Teaching Sexual Health. CA. | 6th grade | Adolescence | Examine and evaluate the risk factors associated with exposure to blood-borne diseases—HIV, AIDS, hepatitis B/C; e.g., sharing needles, body piercing, tattooing, helping someone who is bleeding, being sexually active. | K, S | Open-ended Question |
| Teaching Sexual Health. CA. | 7th grade | Adolescence | Examine the human reproductive process, and recognize misunderstandings associated with sexual development. | K, S | Open-ended Question |
| Teaching Sexual Health. CA. | 7th grade | Adolescence | Identify the effects of social influences on sexuality and gender roles and equity; e.g., media, culture. | K | Vignette |
| Teaching Sexual Health. CA. | 7th grade | Adolescence | Examine the influences on personal decision making for responsible sexual behaviour. | A | Vignette |
| Teaching Sexual Health. CA. | 7th grade | Adolescence | Examine abstinence and decisions to postpone sexual activity as healthy choices. | A | Open-ended Question |
| Teaching Sexual Health. CA. | 8th grade | Adolescence | Recognize and accept that individuals experience different rates of physical, emotional, sexual and social development. | K, A | Vignette. |
| Teaching Sexual Health. CA. | 8th grade | Adolescence | Determine the signs, methods and consequences of various types of abuse; e.g., neglect, physical, emotional, sexual abuse. | K, S | Vignette. |
| Teaching Sexual Health. CA. | 8th grade | Adolescence | Identify and describe the responsibilities and consequences associated with involvement in a sexual relationship. | K | Open-ended question, "Share 5 ways…" |
| Teaching Sexual Health. CA. | 8th grade | Adolescence | Describe symptoms, effects, treatments and prevention for common sexually transmitted diseases; i.e., chlamydia, HPV, herpes, gonorrhea, hepatitis B/C, HIV. | K | Fill in a diagram/Multiple-Choice |
| Teaching Sexual Health. CA. | 8th grade | Adolescence | Identify and describe basic types of contraceptives; e.g., abstinence, condom, birth control pills. | K | Fill in a diagram/Multiple-Choice |
| Teaching Sexual Health. CA. | 9th grade | Adolescence | Apply coping strategies when experiencing different rates of physical, emotional, sexual and social development; e.g., positive self-talk. | S | Vignette. |
| Teaching Sexual Health. CA. | 9th grade | Adolescence | Evaluate implications and consequences of sexual assault on a victim and those associated with that victim. | K | Open-ended question, "Share 5 ways…" |
| Teaching Sexual Health. CA. | 9th grade | Adolescence | Determine “safer” sex practices; e.g., communicate with partner, maintain abstinence, limit partners, access/use condoms/contraceptives properly. | K | Fill in a diagram/Multiple-Choice |
| Teaching Sexual Health. CA. | 9th grade | Adolescence | Identify and describe the responsibilities and resources associated with pregnancy and parenting. | K, A | Open-ended question, "Share 5 ways…" |
| Teaching Sexual Health. CA. | 9th grade | Adolescence | Develop strategies that address factors to prevent or reduce sexual risk; e.g., abstain from drugs and alcohol, date in groups, use assertive behaviour. | K, A | Vignette. |
| Teaching Sexual Health. CA. | Grades 10 - 12 | Adolescence | Examine the relationship between commitment and intimacy in all its levels • identify expectations and commitments in various relationships • examine a range of behaviours for handling sexual involvement • describe how personal values play a role in relationships • explain the role of trust and ways to establish trust in a relationship • develop strategies for dealing with jealousy. | K | open-ended question, "Share 5 ways…" |
| Teaching Sexual Health. CA. | Grades 10 - 12 | Adolescence | Examine aspects of healthy sexuality and responsible sexual behaviour • explain the ongoing responsibility for being sexually healthy • examine a range of behaviours and choices regarding sexual expression • describe sexually healthy actions and choices for one’s body, including abstinence • analyze strategies for choosing responsible and respectful sexual expression • describe the ways in which personal values influence choices • assess the consequences of being sexually active. | A, S, K | Open-ended Question, "Share 5 ways…" |
| Get Real | Grades 6 - 8 | Adolescence | Describe the male and female sexual and reproductive systems including body parts and their functions. | K | Fill in a diagram/Multiple-Choice |
| Get Real | Grades 6 - 8 | Adolescence | Define sexual intercourse and its relationship to human reproduction. | K | Multiple choice |
| Get Real | Grades 6 - 8 | Adolescence | Describe the male and female sexual and reproductive systems including body parts and their functions. | K | Open-ended question, "Share 5 ways…" |
| Get Real | Grades 6 - 8 | Adolescence | Define sexual abstinence as it relates to pregnancy prevention. | K | Vignette. |
| Get Real | Grades 6 - 8 | Adolescence | Differentiate between gender identity, gender expression and sexual orientation. | K, S | Vignette. |
| Get Real | Grades 6 - 8 | Adolescence | Advocate for safe environments that encourage dignified and respectful treatment of everyone. | S | Open-ended question, "Share 5 ways…" |
| Get Real | Grades 6 - 8 | Adolescence | Identify medically accurate information about STDs, including HIV. | K, S | Open-ended question, "Share 5 ways…" |
| Get Real | Grades 6 - 8 | Adolescence | Discuss the impacts of bullying, sexual harassment, sexual abuse, sexual assault, incest, rape and dating violence and why they are wrong. | K | Vignette. |
| Get Real | Grades 6 - 8 | Adolescence | Identify medically-accurate resources about pregnancy prevention and reproductive health care. | K, S | Open-ended question, "Share 5 ways…" |
| Get Real | 9th grade | Adolescence | Differentiate between biological sex, sexual orientation, and gender identity and expression. | K, A | Vignette. |
| Planned Parenthood | Grades K - 12 | Early Childhood Through Adolescence | Human Development (including reproduction, puberty, sexual orientation, and gender identity) | K, A | Vignette. |
| Planned Parenthood | Grades K - 12 | Early Childhood Through Adolescence | Relationships (including families, friendships, romantic relationships and dating) | A | Open-ended question, "Share 5 ways…" |
| Planned Parenthood | Grades K - 12 | Early Childhood Through Adolescence | Personal Skills (including communication, negotiation, and decision-making) | S | Fill in a diagram/Multiple-Choice |
| Planned Parenthood | Grades K - 12 | Early Childhood Through Adolescence | Sexual Behavior (including abstinence and sexuality throughout life) | K, A | Open-ended question, "Share 5 ways…" |
| Planned Parenthood | Grades K - 12 | Early Childhood Through Adolescence | Sexual Health (including sexually transmitted diseases, contraception, and pregnancy) | K | Fill in a diagram/Multiple-Choice |
| Planned Parenthood | Grades K - 12 | Early Childhood Through Adolescence | Society and Culture (including gender roles, diversity, and sexuality in the media) | K, A | Open-ended question, "Share 5 ways…" |
| Center for Latino Adolescent and Family Health (CLAFH) | (None specified) | Early Childhood Through Adolescence | Increase target parenting behaviors designed to impact adolescent sexual decision-making | A, S, K | Vignette. |
| Center for Latino Adolescent and Family Health (CLAFH) | (None specified) | Early Childhood Through Adolescence | Delay too early sexual debut among adolescents | A, S, K | Vignette |
| Center for Latino Adolescent and Family Health (CLAFH) | (None specified) | Early Childhood Through Adolescence | Reduce frequency of adolescent sexual intercourse | A, S, K | Vignette |
| National Sexuality Education Standards | Grades 3 - 5 | Early to Middle Childhood | Explain the physical, social and emotional changes that occur during puberty and adolescence | K | Open-ended question… |
| National Sexuality Education Standards | Grades 3 - 5 | Early to Middle Childhood | Explain how the timing of puberty and adolescent development varies considerably and can still be healthy | K | Open-ended question… |
| National Sexuality Education Standards | Grades 3 - 5 | Early to Middle Childhood | Describe how friends, family, media, society and culture can influence ideas about body image | K | Open-ended question… |
| National Sexuality Education Standards | Grades 3 - 5 | Early to Middle Childhood | Identify medically accurate information and resources about puberty and personal hygiene | S | Multiple-Choice Question/Vignette |
| National Sexuality Education Standards | Grades 3 - 5 | Early to Middle Childhood | Explain ways to manage the physical and emotional changes associated with puberty | K | Open-ended question… |
| National Sexuality Education Standards | Grades 3 - 5 | Early to Middle Childhood | Identify parents or other trusted adults of whom students can ask questions about puberty and adolescent health issues | S | Open-ended question… |
| National Sexuality Education Standards | Grades 3 - 5 | Early to Middle Childhood | Describe how puberty prepares human bodies for the potential to reproduce | K | Open-ended question… |
| National Sexuality Education Standards | Grades 3 - 5 | Early to Middle Childhood | Define sexual orientation as the romantic attraction of an individual to someone of the same gender or a different gender | K | Multiple-Choice Question |
| National Sexuality Education Standards | Grades 3 - 5 | Early to Middle Childhood | Identify parents or other trusted adults of whom students can ask questions about sexual orientation | S | Multiple-Choice Question |
| National Sexuality Education Standards | Grades 3 - 5 | Early to Middle Childhood | Demonstrate ways students can work together to promote dignity and respect for all people | A | Vignette. |
| National Sexuality Education Standards | Grades 3 - 5 | Early to Middle Childhood | Describe the process of human reproduction | K | Open-ended question… |
| National Sexuality Education Standards | Grades 3 - 5 | Early to Middle Childhood | Define HIV and identify some age appropriate methods of transmission, as well as ways to prevent transmission | K | Open-ended question… |
| National Sexuality Education Standards | Grades 3 - 5 | Early to Middle Childhood | Describe the characteristics of healthy relationships | K | Open-ended question… |
| National Sexuality Education Standards | Grades 3 - 5 | Early to Middle Childhood | Define teasing, harassment and bullying and explain why they are wrong | A | Vignette. |
| National Sexuality Education Standards | Grades 3 - 5 | Early to Middle Childhood | Define sexual harassment and sexual abuse | K | Multiple-Choice Question |
| National Sexuality Education Standards | Grades K - 2 | Early to Middle Childhood | Use proper names for body parts, including male and female anatomy. | K | Fill in a diagram. |
| National Sexuality Education Standards | Grades K - 2 | Early to Middle Childhood | Describe differences and similarities in how boys and girls may be expected to act. | K, A | Vignette. |
| National Sexuality Education Standards | Grades K - 2 | Early to Middle Childhood | Provide examples of how friends, family, media, society and culture influence ways in which boys and girls think they should act. | K | Open-ended question, "Share 5 ways…" |
| National Sexuality Education Standards | Grades K - 2 | Early to Middle Childhood | Explain that all living things reproduce. | K | Quiz question, "True or False…" |
| National Sexuality Education Standards | Grades K - 2 | Early to Middle Childhood | Identify different kinds of family structures. | K | "Select all of the following…" |
| National Sexuality Education Standards | Grades K - 2 | Early to Middle Childhood | Demonstrate ways to show respect for different types of families. | S | Vignette. |
| National Sexuality Education Standards | Grades K - 2 | Early to Middle Childhood | Describe the characteristics of a friend. | A | Open-ended question, "Share 5 ways…" |
| National Sexuality Education Standards | Grades K - 2 | Early to Middle Childhood | Identify healthy ways for friends to express feelings to each other. | K | "Select all of the following…" |
| National Sexuality Education Standards | Grades K - 2 | Early to Middle Childhood | Explain that all people, including children, have the right to tell others not to touch their body when they do not want to be touched. | A, S , K | Vignette. |
| National Sexuality Education Standards | Grades K - 2 | Early to Middle Childhood | Explain what bullying and teasing are. | K | Vignette. |
| Advocates for Youth | Kindergarten | Early to Middle Childhood | Name, as a group, at least three different types of family structures. | K | Open-ended question, "Share 3 ways…" |
| Advocates for Youth | Kindergarten | Early to Middle Childhood | Identify a way they can show respect for different types of families. | K | MPC |
| Advocates for Youth | Kindergarten | Early to Middle Childhood | Correctly identify at least three body parts of the female namely the nipples, vulva and anus. | K | Diagram |
| Advocates for Youth | Kindergarten | Early to Middle Childhood | Correctly identify at least three body parts of the male namely the nipples, penis and anus. | K | Diagram |
| Advocates for Youth | Kindergarten | Early to Middle Childhood | Describe why it is important for them to know the correct names for the genitals. | K | Open-ended question |
| Advocates for Youth | Kindergarten | Early to Middle Childhood | Name at least 2 ways of being touched that are okay with them. | K | Open-ended question |
| Advocates for Youth | Kindergarten | Early to Middle Childhood | List at least 2 ways of being touched that they do not like. | K, A | Open-ended question |
| Advocates for Youth | Kindergarten | Early to Middle Childhood | Explain that they have the right to determine whether and how they are touched. | K | Vignette |
| Advocates for Youth | Kindergarten | Early to Middle Childhood | Demonstrate an understanding of how to respond effectively when someone touches them in a way with which they do not feel comfortable. | S | Vignette |
| Health Smart | Grades K - 5 | Early to Middle Childhood | Establish and maintain healthy relationships. | K, S | Vignette |
| Health Smart | Grades K - 5 | Early to Middle Childhood | Progress through puberty in a healthy way. | A | Open-ended question |
| Health Smart | Grades K - 5 | Early to Middle Childhood | Be sexually abstinent. | A | Vignette |
| Teaching Sexual Health. CA. | Kindergarten | Early Childhood | Identify external body parts, and describe the function of each. | K | Multiple choice |
| National Sexuality Education Standards | Grades 3 - 5 | Middle Childhood | Describe male and female reproductive systems including body parts and their functions. | K | Fill in a diagram/Multiple-Choice |
| National Sexuality Education Standards | Grades 3 - 5 | Middle Childhood | Identify medically accurate information about female and male reproductive anatomy | K, S | Vignette. |
| Advocates for Youth | 1st grade | Middle Childhood | Describe at least three characteristics of a friend. | K | Open-ended question, "Share 3 ways…" |
| Advocates for Youth | 1st grade | Middle Childhood | Identify at least two healthy ways for friends to express feelings with each other. | K | "Select all of the following…" |
| Advocates for Youth | 1st grade | Middle Childhood | Correctly define the term “reproduction.” | K | MPC |
| Advocates for Youth | 1st grade | Middle Childhood | Correctly differentiate between things in the world that do and do not reproduce. | K, S | MPC |
| Advocates for Youth | 2nd grade | Middle Childhood | Correctly identify at least four body parts of the female genitals. | K | Diagram |
| Advocates for Youth | 2nd grade | Middle Childhood | Correctly identify at least four body parts of the male genitals. | K | Diagram |
| Advocates for Youth | 2nd grade | Middle Childhood | Describe why it is important for them to know the correct names for the genitals. | K | Open-ended question |
| Advocates for Youth | 2nd grade | Middle Childhood | Define the terms “bullying” and “teasing.” | K | MPC |
| Advocates for Youth | 2nd grade | Middle Childhood | Describe at least two differences between bullying and teasing. | K | Open-ended question, "Share 2 ways…" |
| Advocates for Youth | 2nd grade | Middle Childhood | Provide at least two reasons why bullying and teasing are wrong to do. | K | Open-ended question, "Share 2 ways…" |
| Advocates for Youth | 2nd grade | Middle Childhood | Demonstrate how to respond effectively if they are being bullied. | K,S | Vignette |
| Advocates for Youth | 2nd grade | Middle Childhood | Explain that being touched or being forced to touch someone else is never a child’s fault. | K | Vignette |
| Advocates for Youth | 2nd grade | Middle Childhood | Identify at least three trusted adults they can tell if they are feeling uncomfortable about being touched or if they are being bullied or teased. | K | Open-ended question, "Identify 3 adults…" |
| Advocates for Youth | 3rd grade | Middle Childhood | Demonstrate understanding of at least three ways to treat others with dignity and respect. | K | Vignette |
| Advocates for Youth | 3rd grade | Middle Childhood | Demonstrate at least one way students can work together to promote dignity and respect for all people. | S | Vignette |
| Advocates for Youth | 3rd grade | Middle Childhood | Explain what teasing, harassment and bullying are and why they are wrong. | K | MPC |
| Advocates for Youth | 3rd grade | Middle Childhood | Explain why people tease, harass or bully others. | K | T/F |
| Advocates for Youth | 3rd grade | Middle Childhood | Identify at least two strategies to communicate about how they are being treated if they are feeling bullied, harassed or teased. | K | MPC |
| Advocates for Youth | 3rd grade | Middle Childhood | Demonstrate at least one way to communicate about how they are being treated if they are feeling bullied, harassed or teased. | S | MPC |
| Advocates for Youth | 3rd grade | Middle Childhood | Identify at least two trusted adults they can tell if they are being teased, harassed, or bullied. | K | Open-ended question, "Identify 2 adults…" |
| Advocates for Youth | 3rd grade | Middle Childhood | Define what a boundary is. | K | MPC |
| Advocates for Youth | 3rd grade | Middle Childhood | Explain the four steps of the SAFE model. | K | Vignette |
| Advocates for Youth | 3rd grade | Middle Childhood | Apply the SAFE model correctly to scenarios on a worksheet. | S | Vignette |
| Advocates for Youth | 3rd grade | Middle Childhood | Name at least one adult they could go to for help if someone was touching them in a way that made them feel uncomfortable. | K | Open-ended question, "Identify 1 adult…" |
| Advocates for Youth | 4th grade | Middle Childhood | Describe at least three changes that take place during puberty. | K | Open-ended question, "Share 3 ways…" |
| Advocates for Youth | 4th grade | Middle Childhood | Differentiate between what could be considered physical, social and emotional changes of puberty. | K,S | Labeling |
| Advocates for Youth | 4th grade | Middle Childhood | Explain one thing they can do to manage a physical, emotional and a social change of puberty. | K,S | Open-ended question, "Share 1 way…" |
| Advocates for Youth | 4th grade | Middle Childhood | Identify at least one reliable, accurate source of information about puberty. | K,S | MPC |
| Advocates for Youth | 4th grade | Middle Childhood | Describe at least 3 healthy and 3 unhealthy characteristics of relationships. | K | MPC |
| Advocates for Youth | 4th grade | Middle Childhood | Compare at least 2 positive and 2 negative ways friends and peers can influence relationships. | K | Vignette |
| Advocates for Youth | 4th grade | Middle Childhood | dentify at least two trusted adults they would talk to about a relationship. | K | Open-ended question, "Identify 2 adults…" |
| Advocates for Youth | 4th grade | Middle Childhood | Define the terms “sexual abuse” and “sexual harassment.” | K | MPC |
| Advocates for Youth | 4th grade | Middle Childhood | List at least 3 accurate facts about sexual abuse among young people their age. | K | MPC |
| Advocates for Youth | 4th grade | Middle Childhood | Demonstrate that they have a trusted adult with whom they can speak if they or someone they know is being sexually abused or harassed. | K | Open-ended question, "Identify 1 adult…" |
| Advocates for Youth | 5th grade | Middle Childhood | Correctly identify at least two parts of the biological male reproductive system. | K | Diagram |
| Advocates for Youth | 5th grade | Middle Childhood | Correctly describe the functions of at least two parts of the biological male reproductive system. | K | MPC |
| Advocates for Youth | 5th grade | Middle Childhood | Correctly identify at least two parts of the biological female reproductive system. | K | Diagram |
| Advocates for Youth | 5th grade | Middle Childhood | Correctly describe the functions of at least two parts of the biological female reproductive system. | K | MPC |
| Advocates for Youth | 5th grade | Middle Childhood | Identify at least one reliable, accurate source of information about reproductive anatomy. | K | Open-ended question, "Identify 1 accurate source…" |
| Advocates for Youth | 5th grade | Middle Childhood | Describe how puberty prepares the human male body for the potential to reproduce. | K | T/F |
| Advocates for Youth | 5th grade | Middle Childhood | Describe how puberty prepares the human female body for the potential to reproduce. | K | T/F |
| Advocates for Youth | 5th grade | Middle Childhood | Describe the process of human reproduction by identifying the correct order of steps involved in conception. | K | Diagram |
| Advocates for Youth | 5th grade | Middle Childhood | Define HIV as a virus that is transmitted through bodily fluids that weakens your immune system. | K | MPC |
| Advocates for Youth | 5th grade | Middle Childhood | Identify at least two ways in which HIV can be transmitted. | K | Open-ended question, "Identify 2 ways…" |
| Advocates for Youth | 5th grade | Middle Childhood | Identify at least two ways in which HIV is not transmitted. | K | Open-ended question, "Identify 2 ways…" |
| Advocates for Youth | 5th grade | Middle Childhood | Identify at least one way to prevent HIV transmission. | K | MPC |
| Advocates for Youth | 5th grade | Middle Childhood | Identify at least one treatment for HIV. | K | MPC |
| Advocates for Youth | 5th grade | Middle Childhood | Describe the difference between “liking” and “loving.” | K | Vignette |
| Advocates for Youth | 5th grade | Middle Childhood | Define “sexual orientation” and its most common categories. | K | MPC |
| Advocates for Youth | 5th grade | Middle Childhood | Demonstrate that they have a trusted adult with whom they can speak about sexual orientation, among other sexuality-related topics. | K | Open-ended question |
| Advocates for Youth | 5th grade | Middle Childhood | Successfully demonstrate assertive communication when expressing a difference of opinion with another person. | S | Vignette |
| Advocates for Youth | 5th grade | Middle Childhood | Successfully demonstrate at least one appropriate refusal when facing peer pressure. | S | Vignette |
| Just Say Don't Know Sexuality Education In Texas Public Schools | (Grade 6) | Middle Childhood | Explain the consequences of sexual activity and the benefits of abstinence | K | Vignette. |
| Teaching Sexual Health. CA. | 1st grade | Middle Childhood | Identify physical characteristics that make themselves both similar to and different from others. | K | Fill in a diagram. |
| Teaching Sexual Health. CA. | 2nd grade | Middle Childhood | Demonstrate appreciation for own body; e.g., make positive statements about activities one can do. | K, S | Vignette |
| Teaching Sexual Health. CA. | 3rd grade | Middle Childhood | Recognize factors that influence unique body characteristics; e.g., genetics, body type, environment | K, S | Multiple choice |
| Teaching Sexual Health. CA. | 4th grade | Middle Childhood | Describe physical, emotional and social changes that occur during puberty; e.g., menstruation, secondary sexual characteristics, changing identity and moods. | K | Open-ended questions |
| Teaching Sexual Health. CA. | 4th grade | Middle Childhood | Examine the various factors that influence body image; e.g., culture, media, peers, role models, weight loss industry. | S | Multiple choice |
| Teaching Sexual Health. CA. | 4th grade | Middle Childhood | Describe the impact of service contributions on self; e.g., increase in self-worth, confidence and understanding of others. | A | Open-ended Questions |
| Teaching Sexual Health. CA. | 5th grade | Middle Childhood | Identify the basic components of the human reproductive system, and describe the basic functions of the various components; e.g., fertilization, conception | K | Fill in the Diagram and Multiple Choice |
| Teaching Sexual Health. CA. | 5th grade | Middle Childhood | Examine the impact that changes in interests, abilities and activities may have on body image. | K | Fill in the Diagram and Multiple Choice |
| Teaching Sexual Health. CA. | 5th grade | Middle Childhood | Identify personal boundaries, and recognize that boundaries vary depending on the nature of relationship, situation and culture. | A | Open-ended Question |
| SIECUS | 12 - 15 Years of Age | Adolescence | Sexual response system differs from reproductive system. | K | Short Q/A |
| SIECUS | 12 - 15 Years of Age | Adolescence | Some sexual and reproductive organs provide pleasure. | K | T/F |
| SIECUS | 12 - 15 Years of Age | Adolescence | In depth knowledge of ovulation, conception and contraceptive use. | K | Diagram/short Q/A |
| SIECUS | 12 - 15 Years of Age | Adolescence | Importance of safe and responsible sexual practices. | K/S/A | Multiple choice questions |
| SIECUS | 12 - 15 Years of Age | Adolescence | The size and shape of penises, breasts, and vulvas can vary; does ot affect reproduction or ability to have sexual pleasure. | K | T/F |
| SIECUS | 12 - 15 Years of Age | Adolescence | People stop growing when they reach adulthood; bodies change shape and isze throughout life. | K | T/F |
| SIECUS | 12 - 15 Years of Age | Adolescence | Media portrays narrow and limited ideals of beauty; people develop disordered eating habits as a result of how they feel. | A | T/F |
| SIECUS | 12 - 15 Years of Age | Adolescence | Sexual Orientation- origin, process, and safe ways to discover and disclose one's sexual orientation. | K/S/A | Vignette |
| SIECUS | 12 - 15 Years of Age | Adolescence | Internet - Caution for misinformation and unsafe interactions with strangers. | K | Multiple choice questions |
| SIECUS | 12 - 15 Years of Age | Adolescence | Gender Identity, Biological Sex and Sexual orientation is different. | K | Short Q/A |
| SIECUS | 12 - 15 Years of Age | Adolescence | Transgender- origin, meaning, their role in society as it varies across cultures. | K | Short Q/A |
| SIECUS | 12 - 15 Years of Age | Adolescence | Tennagers who have questions about their gender identity should consult a trusted and knowledgable adult. | A | T/F |
| SIECUS | 12 - 15 Years of Age | Adolescence | How to react when witnessing or experiencing discrimination, harrrassment or harm due to percieved gender identity . Learn your school's policy. | S/A | Vignette |
| SIECUS | 12 - 15 Years of Age | Adolescence | Family - Individuals with unique personality. With age comes more independence and self responsibility while changing the dynamics of the relationships. | K | Q/A |
| SIECUS | 12 - 15 Years of Age | Adolescence | Family- conflicts may occur between parents and children, counseling is very helpful. Sometimes families have to be broken up for the health and safety of the children. | K | Diagram, T/F, Q/A |
| SIECUS | 12 - 15 Years of Age | Adolescence | Friendship- Friendhsips can have both a positive or negative influence. May or may not lead to romantic relationships. Important for help and support. | K/A | Vignette |
| SIECUS | 12 - 15 Years of Age | Adolescence | Love- Difficult concept, Not same as sexual attraction. Explanation of First love, falling in love, reciprocation, elements of confusion, risks and vulnerability. | K | Diagram, Q/A, MCQ |
| SIECUS | 12 - 15 Years of Age | Adolescence | Dating- Readiness and Interest may vary, Customs and values, do's and don't's, activities, expenses and expectation management. | K/S | Vignette, MCQ |
| SIECUS | 12 - 15 Years of Age | Adolescence | Dating- May lead to sexual activity. May lead to dating abuse. Where and how to seek help. Ending a dating relationship can be painful | K/S/A | Q/A, MCQ |
| SIECUS | 12 - 15 Years of Age | Adolescence | Marriage and committed relationships- Can be legal, religious or both. May be between heterosexual or homosexual partners. Responsibilities, Benefits, causes for divorce and custody of children. Teenage marriages end in divorce more than adult marriages. | K/A | Diagram, Q/A, MCQ |
| SIECUS | 12 - 15 Years of Age | Adolescence | Parenting- Full time responsibility, requires balance. Methods and types of parenting. Teenage parenting and its challenges. Where to seek financial and emotional support | K/S/A | There is no real way to test for this?? |
| SIECUS | 12 - 15 Years of Age | Adolescence | Values- Influences life choices, may vary and differ across cultures or even individuals. Should be freely chosen, cannot be imposed. | K/S | Q/A, MCQ |
| SIECUS | 12 - 15 Years of Age | Adolescence | Decision making- Process reqiures careful examination of consequences,accurate information, evaluation of past mistakes, alignment with one's values. Barriers to implementing, right to re evaluate and change. | K/S | MCQ with a given scenario |
| SIECUS | 12 - 15 Years of Age | Adolescence | Decision making- Teenagers who decide to be sexually active must also decide about pregnancy, STD/HIV prevention. Alcohol and other drugs impair clear and effective decision-making | K/S/A | T/F, MCQ, |
| SIECUS | 12 - 15 Years of Age | Adolescence | Communication- different styles of communication between two people may lead to misunderstanding. How to improve communication, what impairs good communication. | K/S | Vignette, MCQ |
| SIECUS | 12 - 15 Years of Age | Adolescence | Communication and sexuality- effective and ineffective communication in a relationship, Openly discussing sexuality within a relationship, risks and rewards of an open communication | K/S | Vignette, Q/A, MCQ |
| SIECUS | 12 - 15 Years of Age | Adolescence | Assertiveness- rights and boundaries, behaviors associated with assertiveness, situations where to avoid assertiveness. Everyone an be assertive. | K/S/A | Vignette, Q/A, MCQ |
| SIECUS | 12 - 15 Years of Age | Adolescence | Negotiation- Rights and boundaries. Teenagers who date need to learn to negotiate decisions about sexual behaviors. May resolve issues, might have to walk away in case of failure. | K/S | Vignette, Q/A, MCQ |
| SIECUS | 12 - 15 Years of Age | Adolescence | Seeking Help- A trusted adult can be other than parents, How and where to seek help according to the issue. Awareness of agencies and crisis lines, caution for internet browsing when searching for help or solutions. | K | MCQ with a given scenario |
| SIECUS | 12 - 15 Years of Age | Adolescence | Sexuality- All people are sexual beings, the experienec will vary at different stages of life. Sexual feelings, fantasies and desires are natural, occur throughout life, do not need to be acted upon | K | ?? |
| SIECUS | 12 - 15 Years of Age | Adolescence | Masturbation- frequency may vary among individuals. Negative myths, difficult to discuss, may talk to a trusted adult | K | Vignette, MCQ |
| SIECUS | 12 - 15 Years of Age | Adolescence | Shared Sexual Behaviors- Types of behaviors, rights and boundaries. Positive effects on a loving relationship. | K | MCQ with a given scenario |
| SIECUS | 12 - 15 Years of Age | Adolescence | Abstinence- meaning, methods and benefits. Societal, cultural, religious and familial beliefs regarding abstinence and how it affects sexually active teenagers. | K/A | ?? |
| SIECUS | 12 - 15 Years of Age | Adolescence | Human Sexual Response- In depth knowledge of Sexual arousal, erections, lubrication and Orgasms for both men and women. | K/S | ?? |
| SIECUS | 12 - 15 Years of Age | Adolescence | Sexual Fantasy- Definition. It is natural and people do not need to act upon their sexual fantasies | K | T/F |
| SIECUS | 12 - 15 Years of Age | Adolescence | Sexual Dysfunction- Common name for sexual problems, people of all genders and sexual orientation may have it. Feelings about one's self and sexuality affects the sexual ability to function | K | T/F |
| SIECUS | 12 - 15 Years of Age | Adolescence | Reproductive Health- Regular self examination after puberty, regular gyneacological exams after becoming sexually active or turning 18. When to seek medical help, risks of leaving STD untreated, Drug use and its effects on future reproductive capability. | K/S | Detailed answers with multiple scenrios presented |
| SIECUS | 12 - 15 Years of Age | Adolescence | Contraception- In depth description of Different methods, prescription vs non prescription methods and their effectiveness, advantages and disadvantages. State laws regarding parental consent for contraceptive use for teenagers who are minors. Some effective methods of contraception may not protect against STD/HIV. Sterilization and other methods to protect against unwanted pregnancies | K/S | Detailed answers with multiple scenrios presented |
| SIECUS | 12 - 15 Years of Age | Adolescence | Pregnancy and prenatal care- Medical care and support prior to conception, during pregnancy and after birth. Pregnant teenagers require special medicalcare and support. STD/HIV during pregnancy may result is fetal birth defects. Information about miscarriages, genetic disorders, stillbirth and counseling. | K | Detailed answers with multiple scenrios presented |
| SIECUS | 12 - 15 Years of Age | Adolescence | Abortion- Rights and state laws. Safe and unsafe time period for abortion. Religious and cultural beliefs aout Abortion. Know your state law regarding abortion. Personal decision, should not be forced, does not impact future pregnancies. | K | Q/A, MCQ |
| SIECUS | 12 - 15 Years of Age | Adolescence | STD- Types of intercourse that transmits the infection. Major and minor symptoms, Ways of detection, where and how to get confidentially tested. Prevention and medical care, caution for reinfection, support groups and counseling for the infected indiviual to help cope. | K/S | Q/A, MCQ |
| SIECUS | 12 - 15 Years of Age | Adolescence | HIV and AIDS- Types of exposure that leads to transmission of infection during sexual activities . Can only be detected by healthcare provider, how to get confidential testing. There is no cure . Ways to cope and live a happy life, including medicinal help and community support groups, counseling, etc | K/S | Q/A, MCQ |
| SIECUS | 12 - 15 Years of Age | Adolescence | Sexual Abuse- Types of Activities that constitute as physical or non physical abuse. In depthh knowledge of sexual assault, harassment, the abusers, causes, places it can happen. Tools to help protect, and cope when witnessed or victim. It is a crime, can be reported to police and result in criminal charges. Locate the local support group and community resources for survivers. | K/S | ?? |
| SIECUS | 12 - 15 Years of Age | Adolescence | Sexuality and Society- Norms and taboos, may depend and vary according to age and gender, are often confusing and contradictory. Having different values from your family can be difficult, one should establish guidelines for their own behavior. Most schools have unwritted norms about sexuality for teenagers. | k/s | Q/A, MCQ |
| SIECUS | 12 - 15 Years of Age | Adolescence | Gender Roles- Attitudes, expectations and roles vary across cultures and families. Gender expression is different from sexual orientation. Laws protect from discrimination in sports and rights to hold jobs. | K | MCQ |
| SIECUS | 12 - 15 Years of Age | Adolescence | Sexuality and the Law- Supreme court ruling on rights to make personal decisions, gender neutral state laws for age of consent regarding sexual behaviors. Sexual assault, abuse and harassment are illegal in all the states. | K | MCQ |
| SIECUS | 12 - 15 Years of Age | Adolescence | Sexuality and Religion- All religions have liberal, moderate or conservative views on sexuality, which affect one's sexual decision making. Difference in your own values from your religion may result in internal conflict. | K/A | Q/A, MCQ |
| SIECUS | 12 - 15 Years of Age | Adolescence | Diversity- understanding and celebrating diversity leads to enriched lives and a thriving society. People have the right to speak up against discrimintion, laws, policies and procedures can help with the fight. | K | Q/A, MCQ |
| SIECUS | 12 - 15 Years of Age | Adolescence | Sexualty and Media- Inaccurate information and unrealistic portrayal of sexuality, how it differs from real life relationships. Stereotypes and focus on heterosexual relationships and its effects. Teen and adults responsibility to help younger children avoid or deal with media influences. Using caution when interacting with strangers on the internet, importance of voicing one's opinion about portrayal of sexual issues. | K/S/A | Q/A, MCQ , Vignette |
| SIECUS | 12 - 15 Years of Age | Adolescence | Sexuality and Arts- Sexual images are often depicted in the arts such as music, films, drama, and literature. | K | MCQ |
| SIECUS | 15 to 18 Years of Age | Adolescence | Determination of biological sex in fetus due to chromosomes; Intersexed babies. | K | Short Q/A |
| SIECUS | 15 to 18 Years of Age | Adolescence | Influence of hormones on growth and development; cause and effect of menopause. | K | Diagrams/ Short Q/A |
| SIECUS | 15 to 18 Years of Age | Adolescence | Close and regular inspection of external organs to maintain a healthy body. | K/S/A | T/F |
| SIECUS | 15 to 18 Years of Age | Adolescence | Difference between reproductive and sexual functioning; Fertility problems, causes and solutions. | K | Multiple Choice Questions |
| SIECUS | 15 to 18 Years of Age | Adolescence | Physical appearance affects behaviour, body image and self esteem. | A | Multiple Choice Questions |
| SIECUS | 15 to 18 Years of Age | Adolescence | Attraction between people is subjective; physical appearance is only one factor. | A | T/F |
| SIECUS | 15 to 18 Years of Age | Adolescence | Sexual Orientation may be determined by a person's attraction, fantasies and sexual behaviours. It may change overtime. | K/A | T/F |
| SIECUS | 15 to 18 Years of Age | Adolescence | How to react when witnessing or experiencing discrimination, harrrassment or harm due to percieved sexual orientation. Learn your school's policy. | S/A | vignette |
| SIECUS | 15 to 18 Years of Age | Adolescence | All people have a right to express their gender identity. Awareness and understanding of all gender identities brings acceptance and harmony in a society. | S/A | T/F |
| SIECUS | 15 to 18 Years of Age | Adolescence | Family- purpose of the family, what to do in case of a crisis, aspects of family life that change. | K/S | Vignette, Diagram, MCQ |
| SIECUS | 15 to 18 Years of Age | Adolescence | Love- requirements, changes, benefits, responsibility, how to sustain and end loving relationships. | K/S | ?? |
| SIECUS | 15 to 18 Years of Age | Adolescence | Dating- learning about intimate relationships, responsibilities within a relationship, setting boundaries. | K/S | Q/A |
| SIECUS | 15 to 18 Years of Age | Adolescence | Marriage and committed relationships- require mutual respect, honesty, realistic expectations and acceptance. May change over time, and with parenthood. When to seek help. | K/S/A | ?? |
| SIECUS | 15 to 18 Years of Age | Adolescence | Parenthood- Decision about becoming a parent or not, raising children with special needs, changing relationship with a growing child. | K/S/A | Q/A, Vignette |
| SIECUS | 15 to 18 Years of Age | Adolescence | Values- Difficulties of adhering to one's values, having different values than your family, Knowing the consequences of behaving according or against one's values, Respecting the diversity of values. | K/S/A | Q/A,MCQ,Vignette |
| SIECUS | 15 to 18 Years of Age | Adolescence | Decision making - Understanding legal implications of some decisions. | K | MCQ |
| SIECUS | 15 to 18 Years of Age | Adolescence | Communication- good communication is essential to enhance work and personal relationships. Necessity of assuring consent for any sexual behavior. Types of communication. Benefits of being assertive. | K/S | Vignette, Q/A, MCQ |
| SIECUS | 15 to 18 Years of Age | Adolescence | Assertiveness- difficult, skill can be improved and practiced, sexual partners may need to assertively communicate their needs and limits. | K/S | Vignette, Q/A, MCQ |
| SIECUS | 15 to 18 Years of Age | Adolescence | Negotiation- Threats and ultimatums are less effective. Manipulation is not negotiation. | K/S | Vignette, MCQ |
| SIECUS | 15 to 18 Years of Age | Adolescence | Seeking help- differences between working on your own problems or needing professional help. Internet can be a source of information, cannot replace friends, family or professionals. | K/S | Q/A, MCQ |
| SIECUS | 15 to 18 Years of Age | Adolescence | Sexuality- Multifaceted, natural, enhances well being, changes with time. Elderly people can be sexually active. Sexual expressions may not be a significant part of life for some people | K | Q/A, MCQ |
| SIECUS | 15 to 18 Years of Age | Adolescence | Masturbation- single, married or committed relationships my or may not masturbate. Being sexual with another person doesnot mean that masturbation must or should stop. | K | Q/A, MCQ |
| SIECUS | 15 to 18 Years of Age | Adolescence | Shared sexual behavior- Couples and individuals need to decide how to express their sexual feelings and share it with their partners. Sexual expression may change as you age. | K | Q/A, MCQ |
| SIECUS | 15 to 18 Years of Age | Adolescence | Abstinence- Sexual intercourse is not a way to achieve adulthood. Mnay teenagers have had sexual intercourse and many have not. Many adults experience periods of abstinence. | K | Q/A, MCQ |
| SIECUS | 15 to 18 Years of Age | Adolescence | Human sexual response- clitoral orgasms, capacity to respond sexually as you age, Nature of sexual responses in a relationship. Physiological changes with middle age. | K/S | Diagram, Q/A, MCQ |
| SIECUS | 15 to 18 Years of Age | Adolescence | Sexual fantasy- Fantasies are not limited by genders or sexual orientation. May involve erotica, mysterious or forbidden things, behaviors not desired in real life. | K | Short Q/A |
| SIECUS | 15 to 18 Years of Age | Adolescence | Sexual Dysfunction- Varies among individuals, indicators, types, where to seek professional help through therapy and counseling. | K | Q/A, MCQ |
| SIECUS | 15 to 18 Years of Age | Adolescence | Reproductive Health- Older men nd women need to beregularly tested for prostate and breast cancer. Workplace should inform regarding environmental hazards and necessart precaution sto protect reproductive system. | K | Diagram, Q/A,MCQ |
| SIECUS | 15 to 18 Years of Age | Adolescence | Contraception- How to choose an effective contraception, in alignment with religion and cultural beliefs. In depth knowledge of emergency contraception, when to use and how to procure it. | K | Vignette, Q/A, MCQ |
| SIECUS | 15 to 18 Years of Age | Adolescence | Pregnancy and Prenatal care- Infertility diagnosis, counseling and treatment. Fertility issues with people with genetic disorders, serious diseases, alternative fertilizations, surrogacy, shared parenting arrangements or same gender couple seeking pregnancy options. | K | Vignette, Q/A, MCQ |
| SIECUS | 15 to 18 Years of Age | Adolescence | Abortions- Not a contraceptive method, Emergency contraceptive is not a method of abortion. It can be surgical or medical. Both partners can express their feelings regarding abortion. Women have the legal right to make the final decision, it is contested in a variety of ways currently in the United States. | K | Vignette, Q/A, MCQ |
| SIECUS | 15 to 18 Years of Age | Adolescence | STD- Individuals can fight STDs by serving as an accurate source of information, being a responsible role model, and by encouraging others to protect themselves. | K/A | Vignette, Q/A, MCQ |
| SIECUS | 15 to 18 Years of Age | Adolescence | HIV and AIDS- Recognize it as a global pandemic, where it is most prevalant, necessary precautions, External help by donating money , time and resources to help bring awareness and help infected individuals. Discrimination against infected people, the laws that protec them, how to offer support. | K/A | Q/A, MCQ |
| SIECUS | 15 to 18 Years of Age | Adolescence | Sexual abuse and Harassment- Reporting the abuse is a personal decsion, the investigation or trial resulting from it can be difficult for the survivors. May benefit from support, counseling and medical care. | K | Q/A, MCQ |
| SIECUS | 15 to 18 Years of Age | Adolescence | Sexuality and society- Understanding the diversity of views about sexuality is important. Communication with your sexual partner to negotiate acceptable behaviors is good for everyone involved. | K | Q/A, MCQ |
| SIECUS | 15 to 18 Years of Age | Adolescence | Gender Roles- Stereotyping these roles can result in physical, psychological and emotional conflicts within self and in relationships. In a sexual relationship, both partners have equal rights and responsibilities. People, mostly females, may be denied equal treatment on the basis of gender despite the laws that prohibit discrimination. | K | Q/A, MCQ |
| SIECUS | 15 to 18 Years of Age | Adolescence | Sexuality and the Law- Knowing your state, county and municipality laws on HIV prevention, sex education, banning discrimination based on sexual orientation or gender identity, new reproductive technologies, and same-sex marriages. Public nuisance behavior like exhibitionism, prostitution (except in Nevada)and child pornography is illegal. | K | Q/A, MCQ |
| SIECUS | 15 to 18 Years of Age | Adolescence | Sexuality and religion-Contemporary religions and their struggle with issues related to sexuality and reproduction, respecting one's religious beliefs while accepting that some specific views might not be relevant. Congregations that openly welcome gay, lesbian, bisexual and transgender people. | K | T/F |
| SIECUS | 15 to 18 Years of Age | Adolescence | Diversity- Confronting one's own biases and prejudices can be difficult. Diversity is beneficial in a workplace environment. Examining your own views is a lifelong process. | K | T/F |
| SIECUS | 15 to 18 Years of Age | Adolescence | Sexuality and Arts- The nature of images changes throughout history, Erotic images are subjective to the viewer, may reflect the society's views on sexuality, may help people understand sexuality, could be a norm in one culture and taboo in another culture, some people try to regulate or eliminate sexual images in art. | k | T/F, Q/A |
| Rape, Abuse, and Incest National Network | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Understanding consent | K | Multiple choice |
| Rape, Abuse, and Incest National Network | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Responding to Sexual Pressure | S, K | Vignettes/ Multiple choice |
| Rape, Abuse, and Incest National Network | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Safety planning | S, K | Vignettes/ Multiple choice |
| Rape, Abuse, and Incest National Network | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Safety when traveling | S, K | Vignettes/ Multiple choice |
| Rape, Abuse, and Incest National Network | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Alcohol Safety | S, K | Vignettes/ Multiple choice |
| Rape, Abuse, and Incest National Network | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Safety online dating | S, K | Vignettes/ Multiple choice |
| Rape, Abuse, and Incest National Network | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Safety with social media | S, K | Vignettes/ Multiple choice |
| Rape, Abuse, and Incest National Network | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Sexual assualt prevention for others | S, K | Vignettes/ Multiple choice |
| Rape, Abuse, and Incest National Network | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Safety with web browsing | S, K | Vignettes/ Multiple choice |
| Rape, Abuse, and Incest National Network | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Recognizing the signs of sexual violence in others | S, K | Vignettes/ Multiple choice |
| Rape, Abuse, and Incest National Network | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | How to teach children about sexual safety | S, K | Multiple choice |
| Rape, Abuse, and Incest National Network | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Understand the process of recovery from sexual violence | S,K | Select all of the Following |
| Rape, Abuse, and Incest National Network | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | How to report to the criminal justice sustem | S, K | Multiple choice |
| Rape, Abuse, and Incest National Network | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Medical exam after sexual assault | K | Multiple choice |
| Rape, Abuse, and Incest National Network | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Telling loved ones after an assualt | S, K | Multiple choice |
| Rape, Abuse, and Incest National Network | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | How to help an assualt victim | S, K | Vignettes/ Multiple choice |
| Rape, Abuse, and Incest National Network | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Seeking therapy | S, K | Multiple choice |
| Rape, Abuse, and Incest National Network | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | LGBTQ survivors and additional obstacles they face | K | Multiple choice |
| American Academy of Pediatrics | Parents | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | What to do if you suspect child sexual abuse | S, K | Vignettes/ Multiple choice |
| American Academy of Pediatrics | Parents | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | What to do if a child discloses abuse to you | S, K | Vignettes/ Multiple choice |
| American Academy of Pediatrics | Parents | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | What to teach children to minimize potential for sexual abuse | S, K | Multiple choice |
| American Sexual Health Association | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Female reproductive anatomy | K | Diagram |
| American Sexual Health Association | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Male reproductive anatomy | K | Diagram |
| US Dept of Health and Human Services National Institite of Health | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Male reproductive health (Condoms and STI's) | K | Diagram/multiple choice |
| US Dept of Health and Human Services National Institite of Health | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Male reproductive health (Contraception) | K | Multiple choice |
| US Dept of Health and Human Services National Institite of Health | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Male reproductive health) (Fertility preservation- no details given) | K | Multiple choice |
| US Dept of Health and Human Services office on Women's Health | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Women's Reproductive Health- Endometriosis | K | Multiple choice |
| US Dept of Health and Human Services office on Women's Health | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Women's Reproductive Health- Hysterectomy | K | Multiple choice |
| US Dept of Health and Human Services office on Women's Health | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Women's Reproductive Health- Menopause | K | Multiple choice |
| US Dept of Health and Human Services office on Women's Health | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Women's Reproductive Health- Menstral Cycle | K | Multiple choice |
| US Dept of Health and Human Services office on Women's Health | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Women's Reproductive Health- Ovarian Cysts | K | Multiple choice |
| US Dept of Health and Human Services office on Women's Health | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Women's Reproductive Health- Pelvic Organ Prolapse | K | Multiple choice |
| US Dept of Health and Human Services office on Women's Health | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Women's Reproductive Health- Polycystic Ovarian Syndrome | K | Multiple choice |
| US Dept of Health and Human Services office on Women's Health | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Women's Reproductive Health- Vaginal yeast Infection | K | Multiple choice |
| US Dept of Health and Human Services office on Women's Health | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Pregnancy- Testing | K | Multiple choice |
| US Dept of Health and Human Services office on Women's Health | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Sexual Health- Bacterial Vaginosis | K | Multiple choice |
| US Dept of Health and Human Services office on Women's Health | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Sexual Health- Birth Control Methods | K | Multiple choice |
| US Dept of Health and Human Services office on Women's Health | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Sexual Health- Douching | K | Multiple choice |
| US Dept of Health and Human Services office on Women's Health | (None specified) | Adolescence; Emerging Adulthood; Middle Adulthood; Late Adulthood | Sexual Health- Emergency Contraception | K | Multiple choice |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Identify male and female anatomy and functions | K | Diagram |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Associate anatomy with gender identification. | K | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Both boys and girls have body parts that feel good when touched. | K | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Puberty is an emotional and physical change that happens to everyone as they grow up. | K | Vignette |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Reproduction is only possible after reaching puberty. | K | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Men and women have different reproductive organs with specific cells (sperm cells and ovum eggs). | K | Diagram |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Reproduction requires a sperm and egg join-most common way is vaginal intercourse. | K | Diagram |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | In pregnancy, the fetus grows inside the women's body in the uterus, comes out through an opening called vagina. | K | Vignette |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | A woman's breasts can provide milk for the baby. | K | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Not all men and women have children. | K | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | People who cannot have children may choose to adopt. | K | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Everyone has a different body size, shape and color, which makes us unique. | K | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | All bodies are equally special, including those who are disabled. | K | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Everyone can be proud of his/her body and improve the way they feel by healthy lifestyle habits. | A | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Understanding the terms homosexual and heterosexual. | K | Multiple choice questions |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Respecting everyone regardless of their choice of sexual partnership. | A | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Family unit-types of families | K | Diagram |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Family members-contributions, living situations, mutual love and support | K/A | Vignette |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Friendship-gender(male/female/other), age (young/old) and types of friends | K | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Frienship and feelings- respect, honesty, appreciation, support and forgiveness | K/A | T/F, MCQ |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Love- deep and warm feelings about oneself and others | K/A | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Love is experienced and expressed differently to parents, family and friends | K | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Loving reltionships can occur throughout life | K/A | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Dating- romantic attraction leads to spending free time together | K | MCQ |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Dating prospects- Single Adults, Single Parents and teenagers | K | Vignette |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Marriage and committed relationships- Intentions to love and live together for one's lifetime | K | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Marriage- People of same gender can choose to marry each other | K | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Committed relationships- Many people can live in lifetime committed relationships without getting legally married | K | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Divorce-reasons, levels of difficulty for the family, No one is to blame | K/A | MCQ |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Parenthood- Multiple ways for adults to become parents( biological birth, adoption, step-parent, guardian, foster) | K | Diagram |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Raising children- requirements and responsibilities to love, provide resources, great effort, time and patience | K | Vignette |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Personal Skills- Values are strong feelings/belief about important issues. Everyone has different values | K | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Personal skills- children learn values from parents, family members, community, cultural and/or religious influences. | K | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Decision making- skill that can be improved, may seek parental help, comes with consequences for everyone | K/S | T/F, Vignette |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Communication- a necessity for humn relationships, multiple ways to communicate (read, write, sign, speak, facial expressions, body language) | K/S/A | Diagram/Vignette |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Assertiveness- Everyone, including children, has rights | K/A | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Assertiveness- telling trusted people about wants and needs, asking is the first step to getting what one wants and needs | K/A/S | MCQ |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Assertiveness- Children may have to follow adult or parental instructions sometimes. | K/A/S | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Negotiation- A give and take relationship like sharing, Good negotiation may enhance friendships and relationships | K/S | Vignette |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Seeking help- Family and friends help each other; In absence of parents, trusted adults can be asked to help | K/S | Vignette |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Sexual Behaviour and Response- Most children are curious about their bodies, feels good when touched | K | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Masturbation- Touching and rubbing one's own genitals to feel good is called masturbation, some do it, others do not. Private activity. | K | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Shared sexual behaviour- People my kiss, hug, touch and engage in other sexual behaviours to show care and feel good | K | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Reproductive Health- Boys and girls need to take care of their bodies and genitals during childhood and adolescence | K | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Contraception- Some people have children, others do not. Personal decision , varies by families | K | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Pregnancy and Prenatal care- Pregnant women need extra care, most babies are born healthy; Smoking , drinking and drugs may harm a fetus before it is born. | K | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Abortion- Sometimes pregnancy can be unwanted, or the pregnant woman may be unabale to care for the child, where abortion can be an option | K | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | STD- caused by germs and bacteria, sexual behaviour or shared needle by the infected person will spread it. | K | Vignette |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | STD- Children who find needles on the ground should not touch them and tell an adult. | K | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | HIV and AIDS- definition, risky behaviours, lifestyle expectations for infected people. | K | Diagram/MCQ |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Sexual Abuse and Harassment- Learn about body autonomy and rights over oneself, private parts and boundaries | K | Diagram |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Sexual Abuse and Harassment- definition, types with examples | K | MCQ |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Sexual Abuse and Harassment- Victim is never at fault, stranger danger, always share with a trusted adult if witnessed or experienced unwanted physical advances from anyone (friend/family/stranger) | K/S | MCQ/Vignette |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Gender Roles- Expectations, demand for certain behavior display, Equality and capability in reponsibilities at work, school or home. | K/A | Vignette/ MCQ |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Religion- Values, Types, Places of worship, differences and similarities in religions, freedom of choice to follow or not follow any religion | K | Diagram, T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Diversity- Individuals differ in how they look, think, act and live. | K | T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Diversity- Explaining what are stereotypes and how they hurt people. All people sHould recieve fair and equal treatment | K | Diagram,T/F |
| SIECUS | 5 to 8 Years of Age | Early to Middle Childhood | Sexuality and Media- Information on the media can be untruthful and unrealistic. Some media content is inappropriate for children | K | T/F |
| Geriatrics Healthcare Professionals | Older Adults | Late Adulthood | STI transmission (All types of sex) | K | Multiple choice |
| Geriatrics Healthcare Professionals | Older Adults | Late Adulthood | STI testing | K | Vignettes/ Multiple choice |
| Geriatrics Healthcare Professionals | Older Adults | Late Adulthood | Condom and lubricant usage (Additional STI risk with age) | K | Diagram/Demonstration with prop |
| Geriatrics Healthcare Professionals | Older Adults | Late Adulthood | Discuss sex with doctor (safety with medical conditions) | K | Multiple choice |
| Rape, Abuse, and Incest National Network | 65 Years or Older | Late Adulthood | Awareness of elder sexual abuse (Victim guilt reduction) | A, K | Vignettes/ Multiple choice |
| Rape, Abuse, and Incest National Network | 65 Years or Older | Late Adulthood | Finding help for elder sexual abuse | K | Multiple choice |
| Pennsylvania Commission on Crime and Delinquincy/ Pennsylvania Deprt. Of Aging | 60 and Above | Late Adulthood | Elder people are vulnerable to sexual abuse | K | Multiple choice |
| Pennsylvania Commission on Crime and Delinquincy/ Pennsylvania Deprt. Of Aging | 60 and Above | Late Adulthood | Victims have a righ to be told if someone reports they have been sexually abused | K | Multiple choice |
| Pennsylvania Commission on Crime and Delinquincy/ Pennsylvania Deprt. Of Aging | 60 and Above | Late Adulthood | In most cases victims can refuse sevices after abuse | K | Multiple choice |
| Pennsylvania Commission on Crime and Delinquincy/ Pennsylvania Deprt. Of Aging | 60 and Above | Late Adulthood | Victims have a righ to be told if someone reports they have been sexually abused | K | Multiple choice |
| Pennsylvania Commission on Crime and Delinquincy/ Pennsylvania Deprt. Of Aging | 60 and Above | Late Adulthood | Victims have a right to legal counsel if placed under protective order because of abuse | K | Multiple choice |
| Pennsylvania Commission on Crime and Delinquincy/ Pennsylvania Deprt. Of Aging | 60 and Above | Late Adulthood | Victims have a right for their case to remain confidential | K | Multiple choice |
| Pennsylvania Commission on Crime and Delinquincy/ Pennsylvania Deprt. Of Aging | 60 and Above | Late Adulthood | Victims have a right to be notified about the outcome of an investigation | K | Multiple choice |
| Pennsylvania Commission on Crime and Delinquincy/ Pennsylvania Deprt. Of Aging | 60 and Above | Late Adulthood | Victims have a right to challenge the outcome of an investigation | K | Multiple choice |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Puberty matures the internal and external reproductive organs to prepare for adulthood. | K | T/F |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Men mature when they produce sperm; women, when they menstruate. | K | T/F |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | The beginning and end of puberty, the differences between boys and girls pubertal changes. | K | Multiple choice questions |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | The emotional changes that occur with puberty as a result of incraeased hormones (includes self esteem and romantic and/or sexual feelings). | K | T/F |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Decisions about having children are based on personal values, cultural beliefs and other factors. | K | Multiple choice questions |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Vaginal intercourse may result in pregnancy; contraception can help deter it. | K | vignette |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Development of fetus, from conception at fertilization to 40 week cycle ending at birth. | K | Diagram |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Genes, environments and health habits determine the appearance of people. | K | T/F |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Beauty standards change over time and differ among cultures. | A/K | T/F |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Beauty is subjective; It does not determine the value of a person. | A | T/F |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Sexual orientation- meaning, societal behaviour and repercussions regarding the differences in sexual orientation. | K | vignette |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Differences between Biological sex, Gender Identity and Gender roles. | K | Multiple choice questions |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Family unit-types of families, rights and responsibilities, importance of communication, love and support, impart values and influence personalities of the children. | K/S/A | Diagram, MCQ |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Friendship- Choosing good friends is important, many skills are neede to begin, continue and end friendships. | S/A | Q/A |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Love- people are capable of giving and receiving love. Can be expressed in multiple ways, high self esteem enhances loving relationships | K/S/A | Vignette, q/a |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Dating- teenagers and adults have romantic relationships, may be described in different terms, Good friendships may turn into romantic relationships. | K | T/F, MCQ |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Marriage - arranged and love marriages, varying values across cultures, children dealing with divorce should talk to an adult about their feelings. | K/A | Q/A, Diagram, Vignette |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Parenting- Physical and emotional requirements of raisinga healthy child, responsibilities of parents. Some people do not have children and can lead happy lives | K | MCQ |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Values- helps decisions to behave and interact with others, children have similar values to the adults who raise them. | K/A | Diagram, MCQ |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Values are taught through examples, some are universal and some differ acrosscultures, families, communities and religion. | K/A | Diagram, Q/A, MCQ |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Decision making- factors influencing can be peer pressure, procastrination, impulse or careful consideration. Comes with consequences. | K | Vignette |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Decision making- how to make a good decision, whom to ask for help, whom to avoid. | K/S/A | Vignette, Q/A, MCQ |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Communication- verbal and nonverbal, effective and ineffective communication and its impact on relationships. The effects of bilingualism on communication. | K/S | MCQ |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Assertiveness- Expressing one's feelings without being aggressive, may not result as expected. It is askill which can be learned and improved. | K/S/A | Vignette, T/F |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Negotiation- A way to compromise on a conflict, has varying techniques, requires skills of communication, empathy and self awareness. | K/S/A | Vignette, Q/A, MCQ |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Helping- How to seek and give help, where to seek help from in severe cases like problems involving drugs, alcohol, money, violence, health and abuse | K/A | Vignette, MCQ |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Sexuality- curiosity with aging, talking to trusted adults can be helpful | K | T/F |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Masturbation- initial experienec of sexual pleasure, some do it, others do not, . It does not cause physical or mental harm. Some cultures and religions prohibit masturbation. | K | T/F |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Shared sexual behaviour- couples have varied ways to express, usuallyinvolves more than sexual intercourse | K | MCQ, Q/A |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Sexual Abstinence- Children are not physically or emotionally ready for sexual intercourse and sexual behaviors | K | T/F |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Human Sexual Response- natural , physical responses to stimulation. Puberty leads to awareness of this response. | K | T/F |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Reproductive Health- keep your genitals clean, healthy and free from injury | K | T/F |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Contraception- uses, factors influencing the usage, some religions prohibit contraceptive use, others do not. | K | T/F, MCQ |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Pregnancy and prenatal care- Unprotected vaginal sex will lead to pregnancy. Birth defects may cause lifetime health or developmental problems. | K | T/F, MCQ |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Abortion- options, legalities, ethics and morality | K | T/F, MCQ |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | STD- Types of infections and diseases, ways it can be contracted, treatment options. Abstinence is an effective way to avoid getting infected. | K | MCQ, T/F |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | HIV and AIDS- Details about the signs, symptoms of the infection, how it spreads and preventative measures. | K | Diagram, Vignette |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | People with HIV or AIDS can enjoy happy , produtive lives with the support of family and friends | A | MCQ, T/F |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Sexual Abuse and Harassment- Very common, perpetrator is usually someone you know, can be of any age. May involve some kind of secrecy, bribery, trickery, threat or force. | K | Q/A, MCQ |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Sexual Abuse an Harassment- Illegal, unwanted and uninvited, stranger danger, where to seek help. Know your schools policy. | K | Q/A, MCQ |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Sexuality and Society- Society influences from an early age on how boys and girls are suppposed to act and behave in dating and sexual interactions. Individuals shouldn't base their decisions due to peer pressure | K | Vignette, MCQ |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Gender Roles- Media, Society, family and friends stereotype how boys and girls should behave. May receive negative or unequal treatment depending on the gender. | K | Dagram, Vignette |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Gender Roles- Everyone is equal in talents, strengths and characteristics. Certain laws protect men's and women's rights. Both genders can be friends and should respect each other | K/A | Diagram, T/F, MCQ |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Sexuality and Religion- People can be spiritual without belonging to a certain religion. Many religions only allow sexual intercourse in a married relationship | K | T/F |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Diversity- The factors that make people different, and how it effects their appearance, actions and behaviour. Often leads to discrimination which is illegal, has negative consequences to the individuals personal life and to that of the society. | K/A | Vignette, Q/A |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Sexuality and Media- Influence of the media , negative or unrealistic portrayal of life and relationships may affect the way people think and behave. | K/A | Diagram, Q/A, MCQ |
| SIECUS | 9 to 12 Years of Age | Middle Childhood | Sexuality and Media- Parents can control what the kids watch, may help with confusing images. People can refuse to view offensive media material | K/A | Diagram, Vignette, Q/A |
| American Sexual Health Association | Over 50 Years of Age | Middle to Late Adulthood | Body Changes in Men (Reduced Semen, Delayed Erection, Shorter Orgasm) | K | Multiple choice |
| American Sexual Health Association | Over 50 Years of Age | Middle to Late Adulthood | Body Changes in Women (Vaginal dryness, pain during intercourse, reduced sexual drive, menopause) | K | Multiple choice |
| American Sexual Health Association | Over 50 Years of Age | Middle to Late Adulthood | Condoms and lubricant use | S, K | Diagram/ Demonstration with prop |
| American Sexual Health Association | Over 50 Years of Age | Middle to Late Adulthood | STD's and STI's Prevention | S, K | Multiple choice |
| American Sexual Health Association | Over 50 Years of Age | Middle to Late Adulthood | Limiting Sexual Partners/ Monogamy | A, K | Multiple choice |
| American Sexual Health Association | Over 50 Years of Age | Middle to Late Adulthood | STD's and STI's Testing | S, K | Multiple choice |
| American Sexual Health Association | Over 50 Years of Age | Middle to Late Adulthood | Avoiding drugs and alcohol with sex | A, K | Vignettes/ Multiple choice |
| New York State | Over 50 Years of Age | Middle to Late Adulthood | STI prevalence among the elder community | K | Multiple choice |
| New York State | Over 50 Years of Age | Middle to Late Adulthood | Condom usage | S, K | Diagram/Demonstration with prop |
| New York State | Over 50 Years of Age | Middle to Late Adulthood | STI symptoms and Testing | S, K | Vingettes/ Multiple choice |
| New York State | Over 50 Years of Age | Middle to Late Adulthood | Awareness of LGBTQ issues and how to find support | A, K | Vignettes/ Multiple choice |
| UNESCO Strategy on Education | Adolescent, Youth | Middle Childhood; Adolescence; Emerging Adulthood | Decision-making, assertiveness | S | Open-ended question, "What would you do if" |
| UNESCO Strategy on Education | Adolescent, Youth | Middle Childhood; Adolescence; Emerging Adulthood | Communication, negotiation, refusal | S | Open-ended question, "What would you do if" |
| UNESCO Strategy on Education | Adolescent, Youth | Middle Childhood; Adolescence; Emerging Adulthood | Human rights empowerment | A | Open-ended question, "What would you do if" |
| UNESCO Strategy on Education | Adolescent, Youth | Middle Childhood; Adolescence; Emerging Adulthood | Acceptance, tolerance, empathy, non-discrimination | K | Diagram/multiple choice |
| UNESCO Strategy on Education | Adolescent, Youth | Middle Childhood; Adolescence; Emerging Adulthood | Human growth and development | K | Diagram/Multiple-choice |
| UNESCO Strategy on Education | Adolescent, Youth | Middle Childhood; Adolescence; Emerging Adulthood | Sexual anatomy and physiology | S, K | Diagram/Multiple-choice |
| UNESCO Strategy on Education | Adolescent, Youth | Middle Childhood; Adolescence; Emerging Adulthood | Family life, marriage, long-term commitment, interpersonal relationships | A, K | Open-ended question, "Share 5 ways" |
| UNESCO Strategy on Education | Adolescent, Youth | Middle Childhood; Adolescence; Emerging Adulthood | Society, culture and sexuality (values, attitudes, social norms, the media in relation to sexuality) | A, K | Vignettes/ Multiple choice |
| UNESCO Strategy on Education | Adolescent, Youth | Middle Childhood; Adolescence; Emerging Adulthood | Reproduction | K | Diagram/multiple choice |
| UNESCO Strategy on Education | Adolescent, Youth | Middle Childhood; Adolescence; Emerging Adulthood | Gender equality and gender roles | A, K | Vignettes/ Multiple choice |
| UNESCO Strategy on Education | Adolescent, Youth | Middle Childhood; Adolescence; Emerging Adulthood | Sexual abuse, resisting unwanted or coerced sex | S, K | Open-ended question, "What would you do if" |
| UNESCO Strategy on Education | Adolescent, Youth | Middle Childhood; Adolescence; Emerging Adulthood | Condoms | S, K | Diagram/ Demonstration with prop |
| UNESCO Strategy on Education | Adolescent, Youth | Middle Childhood; Adolescence; Emerging Adulthood | Sexual behaviour (sexual practices, pleasure, feelings) | K | Multiple choice |
| UNESCO Strategy on Education | Adolescent, Youth | Middle Childhood; Adolescence; Emerging Adulthood | Transmission and prevention of sexually transmitted infections | K | Multple choice |
| UNESCO Strategy on Education | Adolescent, Youth | Middle Childhood; Adolescence; Emerging Adulthood | Pregnancy and childbirth | K | Diagram/ Multiple choice |
| UNESCO Strategy on Education | Adolescent, Youth | Middle Childhood; Adolescence; Emerging Adulthood | Contraception other than condoms | K | Multiple choice |
| UNESCO Strategy on Education | Adolescent, Youth | Middle Childhood; Adolescence; Emerging Adulthood | Gender-based violence and harmful practices, rejecting violence | A, K | Vignettes/ Multiple choice |
| UNESCO Strategy on Education | Adolescent, Youth | Middle Childhood; Adolescence; Emerging Adulthood | Sexual diversity | K | Multiple choice |
| UNESCO Strategy on Education | Adolescent, Youth | Middle Childhood; Adolescence; Emerging Adulthood | Sexual and reproductive health services, seeking services | S, K | Vignettes/ Multiple choice |
| UNESCO Strategy on Education | Adolescent, Youth | Middle Childhood; Adolescence; Emerging Adulthood | HIV transmission | K | Multiple choice |
| UNESCO Strategy on Education | Adolescent, Youth | Middle Childhood; Adolescence; Emerging Adulthood | HIV prevention (practising safer sex including condom use) | S, K | Multiple choice |
| UNESCO Strategy on Education | Adolescent, Youth | Middle Childhood; Adolescence; Emerging Adulthood | HIV treatment | K | Multiple choice |
| UNESCO Strategy on Education | Adolescent, Youth | Middle Childhood; Adolescence; Emerging Adulthood | Counselling and testing services, seeking counselling, testing, treatment, care and support | S, K | Vignettes/ Multiple choice |
| UNESCO Strategy on Education | Adolescent, Youth | Middle Childhood; Adolescence; Emerging Adulthood | HIV-related stigma and discrimination | A, K | Vignettes/ Multiple choice |
| The Society for the Scientific Study of Sexuality | No information available | N/A | N/A | N/A | N/A |
| The Kinsey Institute | No information available | N/A | N/A | N/A | N/A |
| The Guttmacher Institute | No information available | N/A | N/A | N/A | N/A |
| Sex Education in Texas Public Schools: Progress in the Lone Star State | District Level (not specified) | N/A | Does your district use a teen pregnancy/STD prevention/abstinence program/curriculum? | K | Survey question, "Does your district…" |
| Sex Education in Texas Public Schools: Progress in the Lone Star State | District Level (not specified) | N/A | What teen pregnancy/STD prevention/abstinence program/curriculum do you use? | K | Survey question, "What teen…" |