on 6/23/2014 Length: 20 min.This podcast is a review of the 10th Grade Curriculum covering the first semester of the Sophomore year. The first semester is conducted in the classroom on a 2 of 7 day cycle. This semester is strictly focused on administering the required Massachusetts DESE Frameworks Curricula on Sexual Education. For reference the second semester of a students Sophomore year is activity based focusing on fitness and recreational games. This podcast covers the specific units to be covered in relation to Massachusetts requirements.
10th GRADE SEXUALITY EDUCATION POLICY
At the beginning of each school year, all parents/guardians of students in our schools are notified in writing of the courses and curriculum we offer that primarily involve human sexual education or human sexuality issues. This shall be done through distribution of the Program of Studies and/or the Student Handbook for each school, or in a separate written communication. Parents/Guardians of students who enroll in school after the start of the school year are given the written notice at the time of enrollment. If the planned curriculum changes during the school year, to the extent practicable, parents/guardians are notified of this fact in a timely manner before implementation. Each such notice to parents/guardians will include a brief description of the curriculum covered by this policy, and will inform parents/guardians that they may:
- Inspect and review program instruction materials for these curricula, which are made accessible to parents/guardians and others to the extent practicable. Parents/guardians may arrange with the principal to review the materials at the school, and may also review them at other locations that may be determined by the Superintendent of Schools.
- Exempt their child from any portion of the curriculum that primarily involves human sexual education or human sexuality issues, without penalty to the student, by sending a letter to the school principal requesting an exemption. Any student who is exempted by request of the parent/guardian under this policy may be given an alternative assignment.
- Overall Massachusetts Core requires a wellness course every year for all four years (grades 9 -12) (state law M.G.L. c. 71, s.3). This will require a total of eight (8) credits to be taken within a sequence over of the four years.
Freshman Year 4.0 Credits Sophomore Year 2.0 Credits Junior Year 1.0 Credit Senior Year 1.0 Credit
This one semester classroom course meets twice per cycle as an important part of your overall wellness curriculum. Course philosophy is one of acceptance and un-biased approach to this sensitive topic. As such Hopkinton Public Schools has incorporated a standards based curriculum from various medical professionals. This researched based curriculum will center on classroom participation in discussions, group work, individual homework, quizzes, and projects. A final exam at the end of first semester will cover material from your classroom experience.
Topics in Wellness 10: values, human sexuality, relationships and emotions, sexual behavior, abstinence, contraception, STI’s / HIV/AIDS, gender identity, pregnancy, positive and negative relationships, and dating violence.
All students have the right to expect maximum learning while in this class, and most of these rules are based on common sense ensure this goal. Here are the most critical rules:
o ATTENDANCE: Attendance in class is essential to your success. Tardies are discouraged, as there will be a Journal Question/Objective posted each class via Moodle or OVH Projector. You will have (5) minutes to copy this down and write your answer.
o 7 SPECIFIC CLASSROOM RULES
1. Respect and encourage the right to teach and the right to learn at all times.
2. Take an active role in the learning; ask questions, collaborate and seek solutions.
3. Be on time to fulfill your daily commitments.
4. Be appropriate; demonstrate behavior that is considerate of the community, the campus and yourself.
5. Be truthful; communicate honestly.
6. Be responsible and accountable for your choices.
7. Treat each other with the same level of respect, dignity and consideration that you would like to receive.
ELECTRONIC DEVICES (such as, but not limited to: laptops, tablets, smart phones, etc…): Hopkinton High School recognizes that our students use electronic devices both as part of both their daily lives as well as their education and that there can be educational benefits inherent in these devices if they are properly monitored and supervised by an educational professional. With the 1:1 Mac Book usage in the class the acceptable use policy applies in that NO GAMES, SOCIAL NETWORK, or other applications are acceptable during class time. There will be numerous usages of Mac Books in class for assignments along with occasional Smartphone applications.GRADES: Students will be responsible for doing all work assigned in class. All items will be graded both on quantity and quality. Once all scores have been recorded, the breakdown for grades is as follows:
Wellness Graded Categories:
Classroom (Participation, Group Activities, Journals)
Quizzes / Projects
MAKE-UP WORK: Grades for assignments submitted late will be reduced one full letter grade for each class period missed. There are certain assignments, however, that cannot be made up due to the nature of the assignment. Missed quizzes and test will be scheduled with Mr. Elliott. Any requests for retakes or redo’s of tests or quizzes is strictly at the discretion of Mr. Elliott.
Benchmark / DDM in 10th Grade Wellness:
At various times during the first-semester will be given a cognitive assessment on wellness curriculum using Galileo. This assessment is designed to show student progress in all areas of wellness related to classroom content. Traditionally this assessment will be administered (2) times during the semester.
Relevant Massachusetts Reproduction / Sexuality Education Standards for this course:
4.11 Identify the stages of the male and female reproductive systems over the life cycle
4.12: List the signs of pregnancy
4.13 Describe the effectiveness and consequences of various pregnancy, HIV, and STI prevention methods, including abstinence Students identify ways to prevent pregnancy and sexually transmitted infections
4.14 Identify possible determinants of sexual orientation and analyze the weight of each in light of available research
4.15 Explain the importance of examination of both genders for HIV and STIs before conception and the risks and precautions of delivery when HIV and STIs are present
4.16 Describe proper prenatal care and identify types of birth defects
4.17 Explain the importance of communication and setting limits in a sexual relationship
4.18 Identify and distinguish among types and degrees of sexual risk (pregnancy, sexual assault, STIs, including HIV/AIDS)
4.19 Evaluate the impact of HIV/AIDS on the community, medical resources, and family
4.20 Identify resources available for treatment of reproductive health problems
PreK–12 STANDARD 4: Reproduction/Sexuality, Massachusetts Comprehensive Health Curriculum Framework, pg. 30., October 1999