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.

In accordance with W. Va.  Code §18-2-9:

  • The WVDE shall provide a standardized health education assessment to be administered in sixth and eighth grade health education classes in order to measure student health knowledge and program effectiveness.
  • All public schools must include instruction in any of grades six through twelve in the prevention, transmission and spread of HIV/AIDS and other sexually transmitted diseases, and infections (STDs/STIs).
  • An opportunity shall be afforded to the parent or guardian of a child subject to instruction in the prevention, transmission and spread of AIDS and other STD/STI to examine the course curriculum requirements and materials to be used in such instruction.  The parent or guardian may exempt such child from participation in such instruction by giving notice to that effect in writing to the school principal.
  • In the subject of health education in any of the grades six through twelve as considered appropriate by the county board shall include at least sixty minutes of instruction for each student on the dangers of opioid use, the additive characteristics of opioids, and safer alternatives to treat pain.

Health Education

All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology.  The goal of the seventh grade health education program of study is to address many important social, emotional, and physical changes adolescents face.  Topics of discussion provide opportunities for students to practice decision making, communication skills, and goal setting.  Students develop strategies to reduce risks and enhance personal health and wellness.


Investigate personal diet, create an understanding of serving size versus portion size, and analyze nutritional needs of adolescents.


List short-term and long-term effects of alcohol, drugs, and tobacco.


List short-term and long-term effects of sedentary lifestyle.


Examine healthy behaviors and practices beneficial to each body system and help lead to a healthy lifestyle.


Describe how family health history, hereditary factors, and personal lifestyle choices impact personal health.


Analyze the seven dimensions of wellness and how to maintain or improve them (e.g., physical, emotional, social, intellectual, spiritual, environmental, and occupational).


Recognize medical terminology, anatomical landmarks, and functions of the reproductive system.


Analyze how media messages influence choices on health behaviors (e.g., tobacco, drugs, alcohol, eating disorders, etc.).


Analyze advertiser influences on consumer choices (e.g., brand names, fads).


Explain how families influence the health of adolescents (e.g., family time, meal preparation, religious practices, weight control).


Explain the influence of personal values, beliefs, and culture on health practices and behaviors.


Explain how peers, school, and community can impact personal health practices and behaviors.


Explain how technology has advanced health promotion and disease prevention.


Discuss the importance of respecting individual differences (e.g., race, religion, size, age, sex, gender identity).


Analyze the validity of health information, products, and services.


Identify sources of valid health information.


Describe situations that may require professional health services (e.g., drug addiction, suicide prevention, sudden illness, accidents).


Recognize the dangers of opioid use, the addictive characteristics of opioids, and safer alternatives to treat pain.


Demonstrate effective verbal and non-verbal communication skills (e.g., refusal skills, body language, restating).


Describe a variety of positive coping mechanisms and conflict resolution skills to deal with difficult situations.


Use positive communication skills to build and maintain healthy relationships.


Explain refusal and negotiation skills to avoid or reduce risks of dangerous situations.


List the steps of the decision-making process to solve problems.


Select healthy options that benefit health-related issues or problems.


Describe potential outcomes when making health-related decisions (obesity, alcoholism, drug dependence) for self and others.


Select decision-making skills that protect against communicable and non-communicable diseases.


Examine multiple options and differentiate between healthy and unhealthy choices when making decisions.


Explain how the goal setting process is important in designing strategies to avoid risky behaviors.


Select a personal health goal and track progress toward achievement.


Describe how personal health goals and practices can change (e.g., maturity, peer influences, environment).


Differentiate between safe and risky behaviors in relationships.


Discuss healthy lifestyle practices to improve personal and family health.


List protective behaviors used to avoid and reduce threatening situations (e.g., be with a group, confide in trusted adults).


Identify appropriate strategies used to reduce stress, anxiety, and depression.


Contrast the differences between safe and risky behaviors for preventing pregnancy and STDs/STIs.


Demonstrate CPR, hands only CPR, AED, and basic first aid.


Advocate for healthy lifestyles.


Discuss ways health messages can be altered depending on the audience.


Explain how to influence others to make positive health choices.


Discuss results of national or state youth risk behavior survey information.

  • 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.

FitnessGram® – Grades6-8

The FitnessGram® test battery assesses health-related fitness components: aerobic capacity, muscular strength and endurance, flexibility and body composition.  FitnessGram® tests all students regardless of age, gender, or ability.  Students are encouraged to be self-aware of health-related fitness and take responsibility by setting personal fitness goals.  When students focus on the process of doing their personal best, a more positive lifelong impact is achieved.  The FitnessGram® is composed of the following six fitness areas, with test options provided for most areas:

  • Aerobic Capacity
    • PACER (Progressive Aerobic Cardiovascular Endurance Run)
    • One-Mile Run
  • Upper Body Strength and Endurance*
    • Push-Up
    • Modified Pull-Up
    • Flexed Arm Hang
  • Abdominal Strength and Endurance
    • Curl-Up
  • Flexibility
    • Trunk Lift
    • Back-Saver Sit and Reach
    • Shoulder Stretch
  • Body Composition
    • Body Mass Index
    • Bioelectric Impedance Analyzer

Physical Education

All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology.  The goal of the physical education program of study at the sixth grade level is to improve students’ understanding of the connections between physical activity and lifetime wellness.  Movement is critical to proper growth and development at this age; physical education assists students in developing a healthy body and self-image.  Social and emotional development is enhanced as students begin to use motor skills in team building situations.


Perform independently in physical activity to improve skills and fitness.


Perform basic skills necessary to participate in individual, dual, team, and lifetime activities.


Perform social and/or multicultural dances.


Participate in physical activity in addition to physical education class.


Identify lifelong physical activity opportunities (e.g., walk/run, bike, hike, dance, strength training).


Demonstrate proper form when performing the following muscular strength and endurance exercises (e.g., curl up, sit up, plank, push up).


Demonstrate proper form when developing flexibility (e.g., trunk lift, sit and reach, shoulder stretch).


Demonstrate proper pacing technique when running for various periods of time or distance (e.g., sprint, jog, mile-run).


Use fitness assessment results to identify personal strengths and weaknesses and plan for personal improvement.


Describe the fitness benefits of a variety of physical activities (e.g., stretching, cardio, strength training).


Describe the importance of warm-up and cool-down activities when participating in physical fitness.


Work cooperatively and productively in a group to accomplish a set goal/task.


Follow rules, procedures, etiquette for safety and fair play.


Practice behaviors that are supportive and inclusive in physical activity.