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Michigan Model
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Principles Used
to Develop the Curricular Framework and
Criteria for Selection of Objectives
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The following principles guided the framework developers as they made decisions regarding what to include or omit. They proposed a curricular framework:
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Based on the CDC risk behaviors (Injuries and Violence, Tobacco Use, Drug and Alcohol Use, Sexual Behaviors that result in unintended pregnancies and sexually transmitted infections, Poor Diet, Physical Inactivity) with the addition of social and emotional health/character education and personal health and wellness.
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Focusing on critical content and skills, with the emphasis on skill development that will impact health behavior.
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Correlated to health education standards and benchmarks.
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Addressing age-appropriate health issues.
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Avoiding duplication with content taught in other academic areas, such as science.
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Including parent information on topics to be taught at home.
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Avoiding unnecessary repetition.
The framework developers asked the following questions as critical decisions were made regarding inclusion or exclusion of content or skills.
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What knowledge and skills are critical to address short- or long-term health issues of children?
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What knowledge and skills need to be developed for life-long wellness?
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What knowledge and skills can students use to maintain or improve their health?
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What is the most efficient delivery method for specific topics or skills? For example, some content or skills might be best taught by parents.
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What knowledge and skills will support achievement of the health standards and benchmarks?
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What content is included in other core areas?
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How much reinforcement of knowledge and skills is critical for mastery?