FCPS FLE/SEL PROGRAM OBJECTIVES BY GRADE

 Family Life/Social Emotional Learning Objectives  
KINDERGARTEN FamiliesK.1 Students will recognize that everyone is a member of a family and identify members of their individual families.  Descriptive Statement: Students will identify adult and child members of their families. The types of family structures included will be two-parent/guardian families – mother and father, two mothers, two fathers, and children; extended families – relatives other than the immediate family living in the home; single-parent/guardian families; adoptive families; foster families; families with stepparents; and blended families.
Families are SpecialK.2 Students will identify positive ways in which family members and friends show love, affection, respect, and appreciation for each other.  Descriptive Statement
Discussion will include appropriate behaviors such as hugging, listening, protecting, providing guidance, encouraging, and praising. The concept that some behaviors may be inappropriate will be introduced.
Good Touch, Bad TouchK.3 Students will identify elements of good and bad touches by others.  Descriptive Statement
Elements of good touches by others will be defined by the following: touching that can be done in front of anyone, touching that is not a secret, touching that makes the child feel good, touching that is done to keep the child clean or provide medical care, and touching that is an appropriate expression of affection by a family member. Bad touches will be defined by the following: touching of private areas/parts of the body (areas covered by bathing suit or underwear), touching to be kept secret, and touching that makes a child feel bad or uncomfortable.
Responses to Inappropriate BehaviorK.4 Students will demonstrate how to say “no” to inappropriate behaviors from family members, neighbors, strangers, and others.  Descriptive Statement
Discussion will include saying “no” in a loud voice, standing up straight, and looking at the person. Trusting adults who can help the child will be identified. Students will learn to keep telling until someone listens and helps them.
  FIRST GRADE My Family Community  1.1 Students will describe a community as people living and working together and will understand that family members make up a community.  Descriptive Statement: Discussion will include the following family structures: two-parent/guardian families (mother and father, two mothers, two fathers, and children), extended families – relatives other than the immediate family living in the home, single-parent/guardian families, adoptive families, foster families, families with stepparents, and blended families. A definition of community will be given along with examples of types of communities, including the family.
Family Jobs1.2 Students will identify responsibilities of different family members.  Descriptive Statement:  Discussion my include adult responsibilities such as providing food, shelter, and clothing; and child responsibilities such as picking up toys and doing homework.
Good Touch, Bad Touch1.3 Students will identify physical affection as an expression of friendship, celebration, and a loving family.  Descriptive Statement: Positive physical expressions of affection from friends and family will be presented. Instruction will include the difference between appropriate and inappropriate expressions of affection. To support this instruction, good and bad touches will be reviewed.
Responses to Inappropriate Behavior1.4 The student will identify strategies to respond to inappropriate behavior from family members, neighbors, strangers, and others.  Descriptive Statement: Discussion will include methods of avoiding and dealing with inappropriate behaviors. Students will identify trusted adults who can help them if someone makes them feel uncomfortable. Students will learn how to respond to inappropriate use of communication devices.
  SECOND GRADE Good and Bad Hugs  2.1 Students will identify physical affection as an expression of friendship, celebration, and a loving family.  Discussion will include the concept that appropriate expressions of affection are healthy for the individual and the family. The student will recognize inappropriate expressions and demonstrate skills to respond to inappropriate expressions.
Good and Bad Touches2.2 Students will identify inappropriate approaches from family members, neighbors, strangers and others. Students will identify trusted adults to go to for help and how to say “no.”  Discussion will include a review of good and bad touching and the difference between appropriate and inappropriate expressions of affection and behavior. Students will learn that it is okay to say no to inappropriate approaches. Trusted adults will include parent or guardian, teacher, guidance counselor, grandparent, clergy or religious leader, other adult family member.
  THIRD GRADE Positive Self-Image  3.1 Students will identify positive personal characteristics and attributes.  Descriptive statement:  Instruction will include identifying positive personal characteristics and attributes such as being good at academics, sports, fine arts; or being funny or honest, to continue developing a positive self-image.
Day 1: Good and Bad Touches3.2 Students will demonstrate how to respond appropriately to good touches and how to handle inappropriate approaches from relatives, neighbors, strangers, or others.  Descriptive Statement: Instruction may include how to communicate a response to good touches, such as smiling or hugging, and how to communicate a response to confusing situations or inappropriate touches, such as saying “no,” avoiding the situation, and leaving the situation. Inappropriate approaches will include defining and identifying sexual abuse. Students will identify trusted adults in their safety network and will be encouraged to talk with a trusted adult about any inappropriate touches or confusing situations.
Day 2: Good and Bad Touches, cont.3.2 Students will demonstrate how to respond appropriately to good touches and how to handle inappropriate approaches from relatives, neighbors, strangers, or others.  Descriptive Statement: Instruction may include how to communicate a response to good touches, such as smiling or hugging, and how to communicate a response to confusing situations or inappropriate touches, such as saying “no,” avoiding the situation, and leaving the situation. Inappropriate approaches will include defining and identifying sexual abuse. Students will identify trusted adults in their safety network and will be encouraged to talk with a trusted adult about any inappropriate touches or confusing situations.
FOURTH GRADE Emotional, Mental, and Social Needs4.1 Students will identify basic emotional, mental, and social needs and develop strategies to  meet those needs.  Descriptive statement: Instruction will include personal abilities and capabilities, recognition of areas of challenge, and understanding that individuals have different strengths.
Responsibilities4.2 Students will identify the need to assume greater responsibility for self as an individual, as well as responsibility within family, peer groups, and larger community.  Descriptive Statement: Instruction will include current roles students have within their families, groups either in school or out of school, and larger community.
Recognizing Threatening, Uncomfortable, and Abusive Situations Part 14.3 Students will recognize threatening or uncomfortable situations and how to react to them.  Descriptive Statement: Situations will include, but are not limited to walking alone, opening doors to strangers, receiving obscene telephone calls or email, facing dangers in public places, and sexual abuse or incest. Ways of protecting oneself and recognizing and reporting such threats are stressed.
Recognizing Threatening, Uncomfortable, and Abusive Situations Part 24.3 Students will recognize threatening or uncomfortable situations and how to react to them.  Descriptive Statement: Situations will include, but are not limited to walking alone, opening doors to strangers, receiving obscene telephone calls or email, facing dangers in public places, and sexual abuse or incest. Ways of protecting oneself and recognizing and reporting such threats are stressed.
Being Respectful4.5 The student will develop an awareness of individual differences and the importance of respecting others.  Descriptive Statement: Instruction will include discussion of individuals with disabilities, and differing ethnic and cultural backgrounds. Ways to show respect for others will be included.
FIFTH GRADE Roles, Duties, and Responsibilities of Family Members5.1 The student will identify roles, duties, and responsibilities of family members.  Descriptive Statement: Instruction will include discussion of changing roles, duties, and responsibilities of family members; and how roles change throughout life.
SIXTH GRADE Child Abuse and Neglect6.1 Students will demonstrate increased understanding of child abuse and neglect, including emotional and sexual abuse.  Descriptive Statement: Instruction will include defining types of abuse, importance of reporting, and identifying resources for the reporting and treatment of child abuse and family violence.          and           6.2 Students will explain that there are laws protecting children from inappropriate and abusive behavior of others.  Descriptive Statement: This includes defining sexual, emotional, and physical abuse and neglect; helping children understand what behavior should be expected from adults; and explaining ways to respond positively to family members and younger children in student’s care. Instruction will include defining and describing human (child/teen sex) trafficking.
SEVENTH GRADE Middle School Changes7.1 Students will identify physical, emotional, sexual, and social developmental changes that occur during the middle school years.  Descriptive Statement: The new responsibilities related to changing classes, communication with more teachers, organization and homework, and other school-related changes are discussed, and resources for support are presented. Instruction will include that adolescence is a period of time when teens are growing and developing physically, socially, psychologically, and sexually. During this period of time they have a greater interest in sexuality than they had in their younger years. Emphasis will be placed on recognizing that everyone is experiencing changes and the role of respectful, inclusive language in promoting an environment free of bias and discrimination. Students will be provided definitions for the following sexual orientation terms: heterosexuality, homosexuality, and bisexuality; and the gender identity term transgender.
EIGHTH GRADE Adolescent Development and Decision8.1 The student will review the emotional and social changes that occur during adolescence.  Descriptive Statement: Instruction focuses on emotional and social development, the increased importance of the peer group, and the effect of brain development on decision making.8.2 The student will practice applying the decision-making process to situations related to adolescent development.  Descriptive Statement: The decision-making process includes identifying the problem, determining alternatives; evaluating alternatives based on personal, family, religious, moral, and societal values; selecting an alternative that promotes the well-being of self, family, and community; acting responsibly; and evaluating the results of actions to learn from the experience.
  NINTH GRADE Family Foundations  9.1 Students will identify the family as a basic unit of society and his or her responsibility as a member of the family.  Descriptive Statement: Topics may include the function of the family, family strengths, family influences on society, identification of roles within a family, and how those roles change throughout life. Students will compare and contrast their roles now with their possible roles in the future.
ELEVENTH GRADE Prevention of Pregnancy & Sexually Transmitted Infections11.1 Students will identify how sexually transmitted infections are contracted and how to prevent contraction.  Descriptive Statement: Topics include sexual and nonsexual high-risk behaviors that may cause contraction of bacterial STIs (gonorrhea, chlamydia, syphilis, trichomoniasis) and viral STIs (herpes, hepatitis, HPV, and HIV); signs and symptoms of infection; treatment methods; and prevention methods including abstinence from sexual activity, abstinence from intravenous drug use, and the use of condoms.  11.2 Students will identify methods of contraception.  Descriptive Statement: Instruction will include review of barrier, hormonal, and surgical methods; identification of effectiveness for prevention of pregnancy and disease; how to obtain various methods, and misconceptions regarding contraception. Abstinence will be emphasized as the only 100% effective method for preventing pregnancy and disease.
TWELFTH GRADE The Family in Virginia Law12.1 Students will interpret laws that affect family life.  Descriptive Statement: Current laws and case studies in Virginia are reviewed as well as any pending legislation affecting
individuals and families regarding marriage, divorce, adoption, child abuse, human (teen sex) trafficking, sexual assault (includes consent), and legal responsibilities of parents. Instruction will include the impact of engaging in risky behaviors during high school, post-secondary education, and career. Instruction will include bystander awareness and intervention strategies.