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.  Kindergarten health education standards focus on the development of social skills, a basic understanding of personal health issues, injury prevention, and the exploration of nutritious foods.

Health Education


Identify and discuss the functions of sensory organs.


Identify proper personal hygiene skills (e.g., brushing teeth, hand washing).


Identify healthy foods.


Identify healthcare/safety professionals (e.g., teachers, policemen, school nurses, dentists, doctors).


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


Identify healthy and unhealthy household products and recognize danger symbols (e.g., Mr. Yuck, skull and crossbones).


Identify proper clothing to wear for different weather conditions and activities.


Describe the function of safety equipment used during play (e.g., helmets, knee pads, elbow pads).


Demonstrate safety procedures (e.g., street crossing, fire drills, and transportation safety).


Explain medication should be avoided without supervised use.


Identify unsafe actions that might lead to injuries.


Explain that all people, including children, have the right to tell others not to touch their body.


Identify adults to notify when uncomfortable with certain touches.


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


Identify feelings and ways to deal with difficult emotions.


Recognize potentially harmful or dangerous situations and explore appropriate refusal skills (e.g., meeting strangers, using harmful substances).

  • 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.  Kindergarten physical education standards focus on the development of motor skills, movement concepts, and physical fitness which are critical to future learning.

Physical Education


Develop a beginning movement vocabulary for body and spatial awareness (e.g., general/self-space, left, right, up, down, high, low).


Distinguish between personal space and general space.


Distinguish between and perform locomotor movements of running, hopping, jumping, galloping, and sliding.


Travel in straight, curved, and zigzag pathways


Perform movements that promote cross lateral development.


Make wide, narrow, round, and twisted body shapes.


Move the body at high, medium, and low levels.


Move to a variety of beats, tempos, and rhythms.


Transfer weight to balance on different body parts or combinations of body parts (e.g., beginner gymnastics, yoga).


Develop spatial awareness of an object or person (e.g., beside, under, near, far).


Recognize body responses to physical activities (e.g., increased heart rate, faster breathing, perspiration).


Discuss the need for proper rest and exercise.


Locate and identify a variety of body parts.


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


Identify and participate in physical activities outside of school that enhance health.