Curriculum Standards · Arizona
Arizona Health Education Standards — Curriculum Alignment
Aligned with all Arizona's Health Education Standards for Grades 9-12
Arizona Health Education Standards (Grades 9-12): https://www.azed.gov/standards-practices/standardshealth
Arizona Health Education Standards Articulated by Grade Span — Grade 9-12 Strands::
Strand 1: Comprehension of Health Promotion and Disease Prevention Concepts
Strand 2: Analysis of Factors Affecting Health Behaviors
Strand 3: Access to Health Information, Products, and Services to Enhance Health
Strand 4: Use of Interpersonal Communication Skills to Enhance Health
Strand 5: Use of Decision-Making Skills to Enhance Health
Strand 6: Use of Goal-Setting Skills to Enhance Health
Strand 7: Ability to Practice Health-Enhancing Behaviors
Strand 8: Ability to Advocate for Health
e Arizona Health Education Standards Articulated by Grade Span were developed in 2009 and approved by the Arizona State Board of
Education in Spring 2010 (Strand 4 was modified for grammar in July 2022). ese remain Arizona's current health education standards.
Standards text retrieved verbatim from the official strand documents published by the Arizona Department of Education (azed.gov); each
Grade 9-12 performance objective is cited by Strand, Concept, and Performance Objective (e.g., S1C1PO1).
Strand 1: Comprehension of Health Promotion and Disease Prevention Concepts
| Topic | Arizona Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Understand Relationship Between Health Behaviors and Health | S1C1PO1: Predict how healthy behaviors can affect health status | Begin a Term: Day 1 (Healthy year vision). Mental Health: Day 1-2 (Wellness spectrum). Stress: Day 1-2 (Pressure outcomes). Dangerous Decisions: Day 1 (Risky choice impact), Day 2 (Substance impact). Nutrition: Day 7-8 (Blood sugar/Heart health). Diseases: Day 5 (Lifestyle/Chronic prevention). End a Term: Day 1 (Scenario 24-25). |
| 2. Understanding Multiple Dimensions of Health | S1C2PO1: Describe the interrelationships of emotional, intellectual, physical, and social health | Begin a Term: Day 1 (Core Scholar). Mental Health: Day 1-2 (5 Dimensions). Stress: Day 3-4 (Foggy brain/Headaches). Nutrition: Day 7-8 (Academic pressure). Body Systems: Day 1 (Gut-brain disruption). End a Term: Day 2 (Living System). |
| 3. Understanding Personal Health | S1C3PO1: Analyze how environment and personal health are interrelated | Begin a Term: Day 2 (Social Determinants). Self-Esteem: Day 1 (Environment changes). Stress: Day 9-10 (Poverty/Discrimination). Diversity: Day 2 (Social Determinants/Barriers). Nutrition: Day 3-4 (Food Deserts), Day 9-10 (Economic access). Diseases: Day 5 (ZIP code). Environmental Health: Day 1 (Workplace Hazard reports). End a Term: Day 1 (SDOH Scenario 6). |
| S1C3PO2: Evaluate the impact of food and nutrition, including nutrient deficiencies on health | Nutrition: Day 1-2 (Macro/Micro functions), Day 3-4 (Omega-3s), Day 5-6 (Sugar/Trans fats), Day 7-8 (Antioxidants/Fiber), Day 9-10 (Nutrient preservation). | |
| S1C3PO3: Evaluate levels and types of physical activity and how these promote health and contribute to disease prevention | Nutrition: Day 10 (Food log/MyFitnessPal expenditure tracking). Body Systems: Day 2 (Lifestyle efficiency). Diseases: Day 5 (Lifestyle/Chronic prevention). | |
| S1C3PO4: Analyze how genetics and family history can impact personal health | Mental Health: Day 1-2 (Biopsychosocial). Diseases: Day 5 (Family History). Alcohol: Day 4 (Family addiction roles). | |
| 4. Understanding Prevention of Injuries and Health Problems | S1C4PO1: Propose ways to reduce or prevent injuries and health problems | Dangerous Decisions: Day 1 (Risk Management Plan), Day 3 (Distracted driving CDC data). Violence: Day 5 (Protective Factors). First Aid: Day 1 (Immediate measures). End a Term: Day 1 (Scene Safety Scenario). |
| 5. Understanding Use of Health Care | S1C5PO1: Analyze the relationship between access to health care and health status | Mental Health: Day 5-6 (Minor access laws). Stress: Day 3-4 (Systemic barriers). Diseases: Day 4 (Social conditions). Alcohol: Day 2 (Minor in Possession/Treatment access). Drugs: Day 4 (Systemic inequities/Stigma). Sex Education: Day 9-10 (Confidentiality/Minor access laws). |
| 6. Understanding Healthy vs. Unhealthy Behaviors | S1C6PO1: Compare and contrast the benefits of and barriers to practicing a variety of healthy behaviors | Self-Esteem: Day 5 (Small steps). Mental Health: Day 3-4 (Adaptive coping). Stress: Day 9-10 (Habit building). Nutrition: Day 5-6 (Identifying barriers), Day 7-8 (Packing snacks). |
| S1C6PO2: Analyze personal susceptibility to injury, illness, or death if engaging in unhealthy behaviors | Stress: Day 1-2 (Vulnerability Survey). Dangerous Decisions: Day 1 (Risky driving), Day 2 (Water safety/blackouts), Day 3 (Distracted driving CDC data). Diseases: Day 4 (Risk assessment). Drugs: Day 3 (Memory/Breathing impact). Tobacco: Day 1 (Prefrontal cortex effects). End a Term: Day 1 (MC 1-3). | |
| S1C6PO3: Analyze the potential severity of injury or illness if engaging in unhealthy behaviors | Dangerous Decisions: Day 1 (Risky choice impact), Day 2 (Tolerance/Dependence). Alcohol: Day 3 (AUD chronic nature). Diseases: Day 5 (Physiological impact). End a Term: Day 1 (Synthetic Opioids MC 4). |
Strand 2: Analysis of Factors Affecting Health Behaviors
| Topic | Arizona Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. External Influences on Personal Health | S2C1PO1: Analyze how the family influences the health of individuals | Self-Esteem: Day 1 (Media/Family), Day 2 (Early Experiences). Stress: Day 7-8 (Parent-Teen Communicator). Alcohol: Day 4 (Family addiction roles), Day 4 (Hero/Scapegoat/Mascot roles). End a Term: Day 2 (Generational cycles). |
| S2C1PO2: Analyze how the culture supports and challenges health beliefs, practices, and behaviors | Empathy: Day 2 (Culture/Technology). Diversity: Day 2 (Cultural humility). Nutrition: Day 1-2 (Diet Culture), Day 3-4 (Cultural honoring). Violence: Day 5 (Bystander culture/Gender roles). | |
| S2C1PO3: Evaluate how peers influence healthy and unhealthy behaviors | Self-Esteem: Day 2 (Peer Influence), Day 4 (Conforming pressures). Dangerous Decisions: Day 1 (Peer Pressure), Day 3 (Groupthink). Sex Education: Day 3-4 (Coercion distinction). | |
| S2C1PO4: Evaluate how the school and community can impact personal health practice and behaviors | Mental Health: Day 9-10 (School climate). Stress: Day 1-2 (Wellness centers). Diversity: Day 2 (Belonging). Nutrition: Day 9-10 (School food rules/Federal law analysis). | |
| S2C1PO5: Evaluate the effect of media on personal and family health | Self-Esteem: Day 4 (Instagram/TikTok). Mental Health: Day 1-2 (Social Media Trap). Nutrition: Day 5-6 (Healthwashing), Day 5-6 (Influencer claims). Diseases: Day 4 (Media Literacy). Drugs: Day 2 (Industry marketing impact). Tobacco: Day 1 (Vape ad decoding). | |
| S2C1PO6: Evaluate the impact of technology on personal, family, and community health | Empathy: Day 1 (Technology desensitization). Mental Health: Day 7-8 (Digital Balance). Conflict: Day 2 (Digital norms). Dangerous Decisions: Day 3 (Digital safety). Violence: Day 4 (Technology influences). End a Term: Day 1 (Online Data Scenario). | |
| 2. Internal Influences on Personal Health | S2C2PO1: Analyze how the perceptions of norms influence healthy and unhealthy behaviors | Mental Health: Day 7-8 (Online validation influence). Dangerous Decisions: Day 3 (Groupthink). Violence: Day 4 (Toxic masculinity). Body Systems: Day 3 (Gender identity norms). Sex Education: Day 9-10 (45% of teens statistic). |
| S2C2PO2: Analyze the influence of personal values and beliefs on individual health practices and behaviors | Begin a Term: Day 1 (Belief formation). Self-Esteem: Day 5 (Values foundation). Diversity: Day 1 (Identity). Sex Education: Day 9-10 (Values check). | |
| S2C2PO3: Analyze how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors | Mental Health: Day 5-6 (Numbing pain). Stress: Day 1-2 (Escape/Numb out). Dangerous Decisions: Day 2 (Coping), Day 2 (Tolerance/Dependence). Drugs: Day 2 (Tolerance). | |
| 3. Influence of Public Policy on Health | S2C3PO1: Analyze how public health policies and government regulations can influence health promotion and disease prevention | Dangerous Decisions: Day 2 (Good Samaritan laws). Nutrition: Day 9-10 (School food rules/Federal law analysis). Alcohol: Day 2 (BAC limits). Drugs: Day 3 (Possession/Misuse consequences). Sex Education: Day 9-10 (Confidentiality/Minor access laws). |
Strand 3: Access to Health Information, Products, and Services to Enhance Health
| Topic | Arizona Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Knowledge of Sources of Help | S3C1PO1: Evaluate the validity of health information, products, and services | Mental Health: Day 5-6 (Numbing myths). Nutrition: Day 3-4 (Evaluating resources), Day 5-6 (Registered Dietitians vs Influencers). Diseases: Day 4 (Media Literacy), Day 5 (Research domains). Tobacco: Day 1 (Vape ad decoding). |
| 2. Accessing Help | S3C2PO1: Use resources from home, school, and community that provide valid health information | Begin a Term: Day 2 (School counselors/nurses). Mental Health: Day 1-2 (Counselors/Support groups). Stress: Day 3-4 (Valid points of help). Violence: Day 5 (Crisis lines). First Aid: Day 3 (Kit research). Sex Education: Day 5-6 (CDC guides). |
| S3C2PO2: Determine the accessibility of products and services that enhance health. | Stress: Day 3-4 (Systemic barriers). Nutrition: Day 3-4 (Food Deserts), Day 9-10 (Economic access). First Aid: Day 2 (AED Locator). Sex Education: Day 9-10 (Planned Parenthood). | |
| S3C2PO3: Analyze a situation in which professional health services may be required | Mental Health: Day 5-6 (Crisis plan). Stress: Day 3-4 (Sadness vs Clinical Depression). Nutrition: Day 3-4 (NEDA/Professional medical care). First Aid: Day 4 (Crisis decisions), Day 4 (Poison Control). | |
| S3C2PO4: Access valid and reliable health products and services | Stress: Day 5-6 (988). First Aid: Day 2 (AED Locator), Day 5 (Red Cross supplies). Alcohol: Day 3 (Treatment points). Drugs: Day 4 (Medication-Assisted Treatment). Sex Education: Day 7-8 (Testing bookmarks). |
Strand 4: Use of Interpersonal Communication Skills to Enhance Health
| Topic | Arizona Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Communication to Enhance Health | S4C1PO1: Utilize skills for communicating effectively with family, peers, and others to enhance health | Empathy: Day 2 (Active Listening), Day 2 (Emotional vocabulary). Mental Health: Day 3-4 (Reacting vs Responding). Stress: Day 3-4 ("I" statements), Day 7-8 (Parent-Teen Communicator). Conflict: Day 2 (Clarifying needs). Violence: Day 5 (Nonviolent Communication). |
| S4C1PO2: Demonstrate refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks | Empathy: Day 4 (Saying No). Conflict: Day 1 (Negotiation). Dangerous Decisions: Day 3 (Refusal/Negotiation skills). Violence: Day 4 (Refusal/Advocacy). Sex Education: Day 3-4 (Clear "No" strategies), Day 7-8 (Yes/No/Maybe map). | |
| 2. Self Protection and Dealing with Conflict | S4C2PO1: Evaluate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others | Begin a Term: Day 2 (Agreements). Empathy: Day 1 (Respectful dialogue). Conflict: Day 1 (Conflict styles), Day 1 (Assertiveness/I-statements), Day 2 (Accountability/Repair). Violence: Day 5 (NVC - Nonviolent Communication). End a Term: Day 1 (Scenario 7-8). |
| 3. Asking for Help | S4C3PO1: Evaluate effective ways to ask for and offer assistance to enhance the health of self and others | Mental Health: Day 5-6 (Seeking support), Day 5-6 (Listening/Thanking them), Day 9-10 (Offering empathy). Stress: Day 3-4 (Help-seeking), Day 7-8 (Help prompts). First Aid: Day 2 (Bystander delegation). |
Strand 5: Use of Decision-Making Skills to Enhance Health
| Topic | Arizona Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Influences on Health Decision Making | S5C1PO1: Examine barriers to healthy decision making | Stress: Day 3-4 (Systemic barriers). Dangerous Decisions: Day 1 (Decision fatigue), Day 3 (Groupthink). Nutrition: Day 5-6 (Identifying barriers). |
| 2. Application of Decision-Making Skills to Health | S5C2PO1: Determine the value of applying a thoughtful decision-making process in health-related situations | Dangerous Decisions: Day 1 (STOP-THINK-CHOOSE), Day 3 (Pre-decision challenge). First Aid: Day 4 (Crisis decisions). Sex Education: Day 7-8 (Decision Scenario). End a Term: Day 1 (Scenario 9/26). |
| S5C2PO2: Justify when individual or collaborative decision making is appropriate | Violence: Day 5 (Intervention choice). Dangerous Decisions: Day 2 (911/Narcan). First Aid: Day 2 (Bystander delegation), Day 5 (Emergency leadership). | |
| S5C2PO3: Analyze and propose alternatives to health-related issues or problems | Mental Health: Day 3-4 (Adaptive coping). Stress: Day 9-10 (Problem-solving). Conflict: Day 2 (Assertive outcomes). Dangerous Decisions: Day 2 (Coping). Nutrition: Day 1-2 (Hydration swap). | |
| S5C2PO4: Predict the potential short-term and long-term impact of each alternative on self and others | Begin a Term: Day 2 (Vortex of Impact). Dangerous Decisions: Day 1 (Risky choice impact). Alcohol: Day 4 (Future you letter). End a Term: Day 1 (Long-term goal mapping), Day 2 (Waves of impact). | |
| S5C2PO5: Defend the healthy choice when making decisions | Self-Esteem: Day 3 (Voice choice). Dangerous Decisions: Day 3 (PSA - challenging "cool" risk). Violence: Day 5 (Challenging victim-blaming). Sex Education: Day 9-10 (Abstinence proactive choice). | |
| S5C2PO6: Evaluate the effectiveness of health-related decisions | Empathy: Day 5 (Empathy Lab). Diversity: Day 3 (Dismissive decisions). Nutrition: Day 7-8 (Energy check). End a Term: Day 2 (Waves of impact). |
Strand 6: Use of Goal-Setting Skills to Enhance Health
| Topic | Arizona Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Assessment of Health | S6C1PO1: Assess personal health practices and overall health status | Begin a Term: Day 1 (Core Scholar). Empathy: Day 1 (Survey). Self-Esteem: Day 1 (Self-Esteem Survey). Mental Health: Day 9-10 (Identifying burnout). Stress: Day 1-2 (Survey). Nutrition: Day 5-6 (Balance survey). |
| 2. Health-Related Goal Setting | S6C2PO1: Develop a plan to attain a personal health goal that addresses strengths, needs, and risks | Begin a Term: Day 1 (Health Mission Statement). Self-Esteem: Day 4 (Self-acceptance plan). Mental Health: Day 9-10 (Personal Mental Health Plan). Stress: Day 1-2 (Reduction strategy). Dangerous Decisions: Day 1 (Risk Management Plan). Nutrition: Day 9-10 (SMART goal plan). |
| S6C2PO2: Implement strategies and monitor progress in achieving a personal health goal | Empathy: Day 3 (Active Listening goal). Self-Esteem: Day 2 (Strength log), Day 5 (Small steps). Stress: Day 3-4 (Action timeline), Day 9-10 (Toolkit implementation). Nutrition: Day 10 (Food log/MyFitnessPal expenditure tracking). | |
| S6C2PO3: Formulate an effective long-term personal health plan | Begin a Term: Day 1 (Future letter 1/5/10yr). Mental Health: Day 9-10 (Wellness Plan). Body Systems: Day 3 (Reproductive wellness plan). End a Term: Day 1 (Long-term goal mapping), Day 1 (Live it Forward challenge). |
Strand 7: Ability to Practice Health-Enhancing Behaviors
| Topic | Arizona Standard | Where HET Covers It (Unit: Day) |
|---|---|---|
| 1. Personal Responsibility for Health | S7C1PO1: Analyze the role of individual responsibility in enhancing health | Mental Health: Day 1-2 (Care choices). First Aid: Day 1 (Willingness to act). Sex Education: Day 9-10 (Ownership/Rights). End a Term: Day 1 (Live it Forward challenge). |
| 2. Healthy Practices and Behaviors | S7C2PO1: Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of self and others | Self-Esteem: Day 1 (Gratitude Rock), Day 2 (Nature Walk), Day 3 (Breathing/Visualization). Mental Health: Day 1-2 (Mindful breathing). Stress: Day 1-2 (5-4-3-2-1), Day 5-6 (Temperature Reset). Nutrition: Day 3-4 (Mindful eating). First Aid: Day 2 (Hands-only CPR/AED sequence). |
| S7C2PO2: Demonstrate a variety of behaviors that avoid or reduce health risks to self and others | Empathy: Day 4 (Boundaries). Dangerous Decisions: Day 3 (Refusal/Negotiation skills). Alcohol: Day 1-4 (Overdose/Poisoning response). Drugs: Day 3 (Narcan administration). Sex Education: Day 1-2 (Boundaries), Day 7-8 (Condom Demo/Steps). | |
| 1. Personal Advocacy | S8C1PO1: Use accurate peer and societal norms to formulate a health-enhancing message | Empathy: Day 5 (40% reduction project). Mental Health: Day 9-10 (NAMI stats). Dangerous Decisions: Day 3 (PSA - challenging "cool" risk). Sex Education: Day 9-10 (45% of teens statistic). |
| S8C1PO2: Influence and support others to make positive health choices | Empathy: Day 5 (Kindness project). Self-Esteem: Day 4 (Advocacy for Authenticity). Mental Health: Day 9-10 (Positive culture advocacy). Violence: Day 5 (Challenging victim-blaming). Nutrition: Day 3-4 (Supporting Diego). Alcohol: Day 4 (Safe community advocacy). | |
| 2. Collective Advocacy | S8C2PO1: Work cooperatively as an advocate for improving personal, family, and community health | Mental Health: Day 5-6 (Planning an initiative). Stress: Day 1-2 (Wellness Advocacy Project). Conflict: Day 1-2 (Guidebooks/PSAs). Nutrition: Day 3-4 (PSA Project), Day 9-10 (School Lunch Advocacy). Tobacco: Day 2 (Tobacco-free advocacy). |
| 3. Tailoring Advocacy Message to Audience | S8C3PO1: Adapt health messages and communication techniques to a specific target audience | Mental Health: Day 1-2 (Breaking Stigma PSA). Diversity: Day 3 (Media for Equity). Dangerous Decisions: Day 3 (PSA - challenging "cool" risk). Alcohol: Day 4 (Safe community advocacy). Tobacco: Day 2 (Tobacco-free advocacy). |
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