WVCCRS for Wellness Education promote wellness concepts that build the foundation for health literacy and an appreciation for lifelong physical fitness.  Students will learn to adopt healthy behaviors.  This is a life-long process of enhancing the components of health education (physical, intellectual, emotional, social, spiritual and environmental), physical education (movement forms, motor skill development and fitness) and physical activity, an important factor in brain development and learning.  The WVCCRS for Wellness Education identify what students should know, understand, and be able to do in practicing skills and behaviors that apply to healthy lifestyles.  College- and career-readiness is supported in wellness education as students acquire and further develop self-responsibility, motivation, and excellence in learning as well as life-long commitment to wellness.

All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology.  First grade health education standards provide concrete concepts and opportunities to practice and begin to master a variety of physical, social, emotional, and cognitive skills to promote personal health and wellness, prevent injuries, and develop lifetime interpersonal relationships and health habits.

Health Education


Identify ways germs enter the body and how to prevent the spread of illnesses


Describe the effects of healthy and less healthy foods on the body.


Explain the need for medical checkups and other health-care procedures (e.g., eye, dental exams).


Identify which “safety” helpers (e.g., police and teachers) to contact for different problems.


Demonstrate when and how to use 9-1-1 emergency services.


Classify household products (e.g., harmful, safe).


Identify the proper safety equipment for different activities (e.g., rollerblading, bicycling, skateboarding, seatbelts and positioning when riding in a car).


Discuss and follow safety rules (e.g., sharp objects, bodily fluids, playground, water, electrical).


Identify escape routes at home and school.


Explain why medication should be avoided without adult supervision.


Recognize tobacco, alcohol, and other drugs as harmful substances.


Discuss how using televisions, computers, video games and other technology can affect personal health.


Identify a variety of feelings and demonstrate healthy ways to act on feelings and stressful situations (e.g., coping skills).


Discuss appropriate refusal skills in potentially harmful or dangerous situations (e.g., meeting strangers, using harmful substances).


Understand it is acceptable to tell parents and/or other trusted adults when feeling uncomfortable about being touched.

  • In accordance with WV Code §18-2-7(a) in grades K-5, not less than 30 minutes of physical education, including physical exercise and age appropriate physical activities, for not less than three days a week shall be provided.  Schools that do not currently have the number of certified physical education teachers or required physical setting may develop alternate programs to enable current staff and physical settings to be used to meet this requirement.  Alternate programs shall be submitted to the WVDE for approval.
  • In accordance with Policy 2510 at least 50 percent of class time for physical education will be spent in moderate to vigorous-intensity physical activity.
  • In accordance with WV Code §18-2-7(a), the FitnessGram® shall be administered to all students in grades four through eight and the required high school course.

All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology.  First grade physical education standards continue to develop motor skills, movement concepts, and physical fitness that will enable students to learn to enjoy physical activity and enhance future participation in recreational lifetime activities.

Physical Education


Develop a beginning movement vocabulary for body and spatial awareness (e.g., general/self-space, zig-zag, curve, straight, diagonal).


Distinguish and perform locomotor movements of skip and leap.


Demonstrate directional movements of forward, backward, sideways, up, down, left, and right.


Balance an object on various body parts (e.g., ball on hand, bean bag on foot).


Bounce and catch a ball.


Combine locomotor skills with pathways (e.g., straight, zigzag, and curved).


Create expressive movement sequences to a variety of beats, tempos, and rhythms.


Recognize basic movement concepts of personal and general space (e.g., directional movements of forward, backward, sideways, up and down).


Recognize the body responses to physical activity (e.g., increased heart/breathing rate, muscle fatigue, exhaustion levels).


Explain the importance of proper rest and exercise.


Identify and explore large muscle groups.


Describe and participate in appropriate physical activities during recess and outside of school.


Demonstrate appropriate interactions with others (e.g., partners, small groups, and large groups).