Grade 8 Family Life Health Unit

Health and Physical Education is a requirement for all students who attend a public school. Ridgewood Public Schools Wellness Program strives to provide students with a health education program that enhances their ability to make informed decisions and to exhibit behaviors that nurture their physical, social, and emotional well-being.

Pursuant to N.J.S.A. 18A: 35-4.7, any student whose parent or guardian presents to the school a signed statement that any part of the instruction in health, family life education or sex education is in conflict with his/her conscience or sincerely held moral or religious beliefs shall be excused from that portion of the health curriculum. The health teacher will be glad to speak with you to discuss the curriculum.

2020 New Jersey Student Learning Standards - Comprehensive Health and Physical Education

The eighth grade Family Life and Relationships health unit is comprised of the indicators below: 

2.1.8.SSH.1:  Differentiate between gender identity, gender expression and sexual orientation.

2.1.8.SSH.2:  Develop a plan for the school to promote dignity and respect for people of all genders, gender identities, gender expression and sexual orientations in the school community.

2.1.8.SSH.3:  Demonstrate communication skills that will support healthy relationships

2.1.8.SSH.4:  Compare and contrast the characteristics of healthy and unhealthy relationships.

2.1.8.SSH.5:  Analyze the similarities and differences between friendships, romantic relationships and sexual relationships.

2.1.8.SSH.6:  Examine how culture influences the way families cope with traumatic situations, crisis, and change.

2.1.8.SSH.7:  Identify factors that are important in deciding whether and when to engage in sexual behaviors.

2.1.8.SSH.8:  Identify factors that can affect the ability to give or perceive consent to sexual activity (e.g., body image, self-esteem, alcohol, other substances).

2.1.8.SSH.9:  Define vaginal, oral, and anal sex.

2.1.8.SSH.10:  Identify short and long-term contraception and safer sex methods that are effective and describe how to access and use them (e.g., abstinence, condom).

2.1.8.SSH.11:  Develop a plan to eliminate or reduce risk of unintended pregnancy and STIs (including HIV).

2.1.8.EH.1:  Compare and contrast stress management strategies that are used to address various types of stress-induced situations (e.g., academics, family, personal relationships, finances, celebrations, violence).

2.1.8.EH.2:  Analyze how personal attributes, resiliency, and protective factors support mental and emotional health. 

2.1.8.CHSS.1:  Identify professionals at school and in the community available to assist with health conditions and emergencies, sexual health services, life skills training and describe how they can be accessed (e.g., suicide prevention, CPR/AED, breast self-examination, traumatic stress).

2.1.8.CHSS.2:  Describe the state and federal laws related to age of consent, minors’ ability to consent to health care, confidentiality in a healthcare setting, child pornography, sexting, safe haven and sex trafficking.

2.1.8.CHSS.3:  Identify the state and federal laws related to minors' access to sexual healthcare services, including pregnancy and STIs/HIV prevention, testing, care, and treatment.

2.1.8.CHSS.4:  Identify community resources and/or other sources of support, such as trusted adults, including family members, caregivers, and school staff, that students can go to if they are or someone they know is being sexually harassed, abused, assaulted, exploited, or trafficked.

2.1.8.CHSS.5:  Identify medically accurate sources of information about STIs, including HIV, such as local STIs /HIV prevention, steps to obtain PrEP and PEP, testing, and treatment resources.

2.1.8.CHSS.6:  Develop an advocacy plan regarding a health issue and share this information in an appropriate setting.

2.1.8.CHSS.7:  Collaborate with other students to develop a strategy to address health issues related to climate change. 

2.1.8.CHSS.8:  Analyze difficult situations that might lead to feelings of sadness, anxiety and depression and identify individuals, agencies or places in the community where assistance may be available.