Curriculum
Upper Elementary:
5th and 6th Grades
Middle School:
7th and 8th Grades
High School:
9th through 12th Grades
College and Young:
Professionals
Parents of Teens
Upper Elementary: 5th and 6th Grades
Using Healthy Me, Healthy Relationships Curriculum, W2W staff teach the following lessons.
– Students will:
- Define self-esteem.
- Explain how self-esteem affects the choices people make.
- Identify reasons why it is important to have positive self-esteem.
- Identify and creatively display six positive qualities about themselves.
– Students will:
- Define HIV & AIDS (6.1)
- Explain that it is safe to be a friend of someone who is living with HIV or AIDS (6.2)
- Describe how HIV is and is not transmitted. (6.3)
- Describe ways people can protect themselves from infection with serious blood-borne communicable diseases, including not touching blood, not touching used needles, and not having sex. (6.4)
– (Male anatomy is discussed with male students, and female anatomy is discussed with female students. Schools may have all students taught together if they prefer.)
Students Will:
- Explain that males and females develop at different rates, and there are wide variations within each sex. (7.1)
- Explain social changes during puberty (e.g., changes in friendships, crushes/attractions, and changing expectations of parents/adults). (7.2)
- Explain emotional changes during puberty (e.g., mood shifts). (7.3)
- Explain physical changes that occur during puberty (e.g., body hair, body odor, voice, body shape, strength, hormones, and menstruation). (7.4)
- Define and identify basic male and female reproductive anatomy using scientific names. (7.5)
- Define the functions of sperm and egg cells in human reproduction. (7.8)
- Describe how sperm cells are produced. (7.7)
- Describe the menstrual cycle and its potential for human reproduction. (7.8)
- Describe the functions of basic male and female reproductive anatomy. (7.9)
– Students Will:
- Describe safety hazards, including those related to using the Internet. (4th grade 3.1)
- Apply strategies to stay safe when using the Internet. (4th grade 3.11)
- Explain how culture, media, and others influence
- What one thinks about oneself and relationships. (7.11)
– Students will:
- Define self-esteem.
- Explain how self-esteem affects the choices people make.
- Identify reasons why it is important to have positive self-esteem.
- Identify and creatively display six positive qualities about themselves.
– Students will:
- Define HIV & AIDS (6.1)
- Explain that it is safe to be a friend of someone who is living with HIV or AIDS (6.2)
- Describe how HIV is and is not transmitted. (6.3)
- Describe ways people can protect themselves from infection with serious blood-borne communicable diseases, including not touching blood, not touching used needles, and not having sex. (6.4)
– (Male anatomy is discussed with male students, and female anatomy is discussed with female students. Schools may have all students taught together if they prefer.)
Students Will:
- Explain that males and females develop at different rates, and there are wide variations within each sex. (7.1)
- Explain social changes during puberty (e.g., changes in friendships, crushes/attractions, and changing expectations of parents/adults). (7.2)
- Explain emotional changes during puberty (e.g., mood shifts). (7.3)
- Explain physical changes that occur during puberty (e.g., body hair, body odor, voice, body shape, strength, hormones, and menstruation). (7.4)
- Define and identify basic male and female reproductive anatomy using scientific names. (7.5)
- Define the functions of sperm and egg cells in human reproduction. (7.8)
- Describe how sperm cells are produced. (7.7)
- Describe the menstrual cycle and its potential for human reproduction. (7.8)
- Describe the functions of basic male and female reproductive anatomy. (7.9)
– Students Will:
- Describe safety hazards, including those related to using the Internet. (4th grade 3.1)
- Apply strategies to stay safe when using the Internet. (4th grade 3.11)
- Explain how culture, media, and others influence
- what one thinks about oneself and relationships.(7.11)
Middle School: 7th and 8th Grades
Using Willing to Wait Middle School Curriculum, W2W staff teach the following lessons.
– Students Will:
- Standards: A, H (Per MI State Law); 6.2, 6.3, 6,4, 7.1 (Per GLCEs)
- Define abstinence
- Identify why some teens are choosing to be sexually active and three reasons why most teens are choosing to wait to become sexually active
- Distinguish between facts and myths regarding teen sexual activity
Students will:
- Standards: A, B, C, D, H, J; 6.3, 6.4, 7.1
- State the basic reproductive facts and terminology
- Describe the adoption spectrum and summarize the “Safe Delivery of Newborns” laws
- State how pregnancy affects educational goals, finances, employment, and social life
- Identify teen parents’ responsibilities to their children, and why these are easier to fulfill as a married adult
Students will:
- Standards: A, C, H: 6.1, 6.2, 6.3, 6.4, 6.5, 7.1, 7.4
- Name common STDs, list symptoms, and describe transmission of STDs/HIV
- Explain why abstinence is the only guaranteed way to prevent the transmission of STDs
- State the dangers of untreated STDs including pain, infertility, and damage to organs
- Identify who is at risk for HIV, and explain how to prevent its transmission, the characteristics of AIDS, and how to access HIV information, testing, and treatment
Students will:
- Standards: A, B, F; 7.5
- Describe how personal goals and one’s sense of self-worth can guide sexual behavior
- Give examples of emotional and relational outcomes that can result from sexual activities outside of marriage
- Contrast how well risk avoidance and risk reduction strategies protect against pregnancy, STDs, and emotional outcomes
Students will:
- Standards: A, B, E, F, G, H, I, K; 6.3, 6.6, 7.2, 7.4, 7.6, 7.8, 7.9
- Identify characteristics of unhealthy and (physically, emotionally, sexually) abusive relationships and identify how to seek help
- Summarize state laws concerning sexual activity and exploitation (date rape, sexting, consent)
- Confidently use refusal skills in high-pressure scenarios
- Recognize peer pressure and risky situations
Students will:
- Standards: A, B, F, G, H, I; 7.1, 7.2, 7.3, 7.4, 7.7, 7.8, 7.9
- Distinguish between affection and arousal and identify their proper role in various relationships
- Establish personal boundaries for physical intimacy and dating
- Communicate personal boundaries and respect the boundaries of others
- Describe how a sexually active student can choose to practice abstinence until marriage
Students will:
- Standards: A, E, H, I: 7.1, 7.2
- Identify desired qualities in dating and/or marriage partner
- Summarize characteristics of healthy relationships
- Outline the benefits of marriage
- Demonstrate conflict resolution strategies for healthy relationships
Students will:
- Observe a performance by the Willing to Wait Student Leadership Team that demonstrates the ability to be a positive peer role model for healthy choices.
- Engage in a general question and answer session with students on the Willing to Wait Student Leadership Team.
- (Video option available, contact us if you are interested)
– Students Will:
- Describe safety hazards, including those related to using the Internet. (4th grade 3.1)
- Apply strategies to stay safe when using the Internet. (4th grade 3.11)
- Explain how culture, media, and others influence what one thinks about oneself and relationships.(7.11)
Students will:
- State the basic reproductive facts and terminology.
- Describe the adoption spectrum and summarize the “Safe Delivery of Newborns” laws.
- State how pregnancy affects educational goals, finances, employment, and social life.
- Identify teen parents’ responsibilities to their children, and why these are easier to fulfill as a married adult.
Students will:
- Name common STIs, list symptoms, and understand transmission of STIs/ HIV.
- Explain why abstinence is the only guaranteed way to prevent the transmission of STIs.
- State the dangers of untreated STDs including pain, infertility, and damage to organs.
- Identify who is at risk for HIV, and explain how to prevent its transmission, the characteristics of AIDS, and how to access HIV information, testing, and treatment.
Students will:
- Express how personal values guide sexual behavior.
- Give examples of emotional and relational consequences that can result from sexual activities outside of marriage.
- Identify the level of protection offered (pregnancy, STIs, emotional consequences) using sexual risk avoidance strategies.
Students will:
- Identify characteristics of unhealthy and (physically, emotionally, sexually) abusive relationships and know how to seek help.
- Explain laws of MI concerning sexual activity and exploitation (date rape, sexting, consent). (Pornography and trafficking issues are taught in approved schools.)
- Confidently use refusal skills in high-pressure scenarios.
- Recognize peer pressure and risky situations.
Students will:
- Distinguish between affection and arousal and identify their proper role in various relationships.
- Establish personal boundaries for physical intimacy and dating.
- Communicate personal boundaries and respect the boundaries of others.
- Describe how a sexually active student can choose to practice abstinence until marriage.
Students will:
- Identify desired qualities in dating and/or marriage partner.
- Summarize characteristics of healthy relationships.
- Outline the benefits of marriage.
- Acknowledge that each individual has value and is worthy of a healthy relationship.
High School: 9th through 12th Grades
Using Willing to Wait High School Curriculum, W2W staff teach the following lessons.
Students will:
- Standards: A, H (Per Michigan Law, Revised School Code); 6.4, 7.4, 7.6, 7.8 (Per CGHEs)
- Recall existing knowledge and personal experiences related to sexual health risks and identify available resources
- Identify cultural and social influences on teens’ attitudes and behaviors related to sex
- Compare the reasons for choosing to have sex versus choosing to wait
Students will:
- Standards: A, C, H; 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.8, 7.3, 7.4
- Compare common STDs (bacterial and viral), list symptoms, and list modes of transmission.
- Explain why abstinence (sexual risk avoidance) is the only guaranteed way to prevent the transmission of STDs
- Describe dangers of untreated STDs including pain, sterility, and damage to organs
- Discuss who is at risk for HIV/AIDS, and explain how to prevent its transmission, characteristics of the disease, and where to access HIV information, testing, and treatment
Students will:
- Standards: A, B, C, D, H, J; 7.2, 7.3, 7.4, 7.7
- Describe basic reproductive facts and terminology (including anatomy) related to fertilization and the early stages of pregnancy.
- Support claim that teenage pregnancy adversely affects social life, relationships, finances, employment, educational goals
- Describe parents’ roles, responsibilities, and challenges as well as how teen parentage impacts a child’s health and well-being
- Summarize adoption services as an option for unplanned pregnancy and the laws pertaining to “Safe Delivery of Newborns”
Students will:
- Standards: A, C, E, H: 7.2, 7.4, 7.8, 7.9
- Identify birth control methods and explain how they work
- Contrast the advantages and disadvantages of methods of birth control
- Create a plan to avoid the risk of pregnancy
Students will:
- Standards: A, B, E, F, G, H, I, K; 7.1, 7.4, 7.5, 7.6, 7.7, 7.9
- Identify characteristics of unhealthy and (physically, emotionally, or sexually) abusive relationships and know how to seek help
- Define sexual assault and identify strategies to protect our communities from it
- Explain MI laws related to sexual activity (sexual assault, sexting, consent) and how they apply to teens’ relationships
- Identify and apply strategies for avoiding and leaving risky situations and relationships
Students will:
- Standards: A, B, H; 7.2, 7.7
- Explain how self-esteem and personal values systems are developed and how they guide sexual behavior
- Describe emotional and relational outcomes (positive or negative) that can result from teen sexual activity or from avoiding sexual risk
- Apply the concept of delayed gratification to the long-term benefits of avoiding sexual risk
Students will:
- Standards: A, F, G, H, I; 6.5, 6.6, 6.7, 7.5, 7.9, 7.10
- Identify the purpose(s) of dating
- Summarize the individual and societal benefits of marriage
- Discuss how to define dating expectations, set personal boundaries, and respect the boundaries of others
- Apply the benefits of abstinence to all dating relationships, including for those who have previously been sexually active
Students will:
- Standards: A, H, I; 7.8, 7.9, 7.10
- Compare and contrast love, infatuation, and sexual desire
- Summarize characteristics of healthy relationships
- Explain the stages of a healthy relationship
- Identify desired qualities in dating and/or marriage partner
Students will:
- Observe a performance by the Willing to Wait Leadership Team that demonstrates the ability to be positive peer role model for healthy choices
- Engage in a general question and answer session with students on the Willing to Wait Leadership Team
Students will:
- Recall basic information from previous health classes regarding teen sexual activity and its consequences.
- Explain the influence and effects that media has on a teen’s decision to become sexually active.
- Compare the reasons for choosing to have sex and choosing to wait.
Students will:
- Describe basic reproductive facts and terminology (including anatomy) related to fertilization and the early stages of pregnancy.
- Support claim that teenage pregnancy adversely affects educational goals, finances, employment, social life, and relationships.
- Describe teen parents’ roles, responsibilities, and challenges as well as how teen parentage impacts a child’s health and well-being.
- Summarize adoption services as an option for unplanned pregnancy and the laws pertaining to “Safe Delivery of Newborns.”
Students will:
- Compare common STIs (bacterial and viral), list symptoms, and list modes of transmission.
- Explain why abstinence is the only guaranteed way to prevent the transmission of STIs.
- Describe dangers of untreated STIs including pain, sterility, and damage to organs.
- Discuss who is at risk for HIV/AIDS, and explain how to prevent its transmission, characteristics of the disease, and where to access HIV information, testing, and treatment.
Students will:
- Evaluate how personal values guide sexual behavior.
- Describe emotional and relational consequences (positive or negative) that can result from sexual activity.
- Discuss the long-term benefits of practicing delayed gratification.
Students will:
- Identify the purpose(s) of dating.
- Compare and contrast love, infatuation, and sexual desire.
- Discuss how to define dating expectations, set personal boundaries, and respect the boundaries of others.
- Apply the benefits of abstinence to all dating relationships, including for those who have previously been sexually active.
Students will:
- Identify characteristics of unhealthy and (physically, emotionally, or sexually) abusive relationships and know how to seek help.
- Define sexual assault and identify strategies to protect our communities from it.
- Summarize MI laws related to sexual activity (sexual assault, sexting, consent) and how they apply to teens’ relationships. (Pornography and trafficking are taught in approved schools.)
- Identify and apply strategies for avoiding and leaving risky situations and relationships.
Students will:
- Identify desired qualities in dating and/or marriage partner.
- Identify and demonstrate characteristics of healthy relationships.
- Explain the stages of a healthy relationship.
- Summarize the individual and societal benefits of marriage.
Students will:
- Identify birth control methods and explain how they work.
- Contrast the advantages and disadvantages of methods of birth control.
- Create a plan to avoid the risk of pregnancy.
College and Young Professionals
W2W staff are available for presentations, speaker panels, dorm chats etc.
Contact us at: JustAsk@willingtowait.com
Tell us what topics would be helpful to you: relationships, STD awareness, etc.
Parents of Teens
W2W Parent Handbooks
For faith based parent materials or speakers email TWST@prcgr.org
Material support and parenting classes for children ages two and under available at PRC Wyoming:
2438 28th St SW Wyoming, MI 49519 (616-261-0014)
(se habla Español)
College and Young Professionals
W2W staff are available for presentations, speaker panels, dorm chats etc.
Contact us at: JustAsk@willingtowait.com
Tell us what topics would be helpful to you: relationships, STD awareness, etc.
Parents of Teens
W2W Parent Handbooks
For faith based parent materials or speakers email TWST@prcgr.org
Material support and parenting classes for children ages two and under available at PRC Wyoming:
2438 28th St SW Wyoming, MI 49519 (616-261-0014)
(se habla Español)