HIGH SCHOOL Sex Ed Curriculum

From CDE curriculum framework Chapter 6:
Grades Nine Through Twelve

Page 20:
The CHYA lists many required topics including information on the safety and effectiveness of all FDA-approved contraceptive methods, HIV and other sexually transmitted infections (STIs), gender identity, sexual orientation, healthy relationships, local health resources, and pupils’ rights to access sexual health and reproductive health care. The CHYA also requires that instruction on pregnancy include an objective discussion of all legally available pregnancy outcomes. Students must also learn about the Safe Surrender Law.

Page 27:
Guest speakers from the local public health department, sexual health clinic, or nonprofit organizations such as Planned Parenthood may have well-informed sexual health educators and age-appropriate materials on conception or pregnancy/STI/HIV prevention.

Seeing and touching samples of various contraceptives can be an impactful learning experience for students. Evidence-informed comprehensive sexual health resources such as San Francisco Unified School District’s Be Real. Be Ready. Smart Sexuality Education and Advocates for Youth 3Rs: Rights, Respect, Responsibility are available for free online.

Page 29:
The presentation must include at least ten facts such as the causes of their assigned infection (virus or bacteria), treatment, prevention or risk reduction (abstinence, condom use, limiting partners), and where a teen might get testing or treatment.

Evaluate the safety and effectiveness (including success and failure rates) of FDA-approved condoms and other contraceptives in preventing HIV, other STDs, and pregnancy.

Page 30:
The students participate in a station activity on a variety of contraceptive methods. At each station they l complete a worksheet covering how the method works, how it is used, possible side effects, and the safety and effectiveness in preventing pregnancy.


Barrier Method Demonstration

A condom (internal/female and external/male condom) and dental dam demonstration is provided. After the demonstration, students individually practice the step-by-step process on a penis model or their fingers. Alternatively, students can place the steps, displayed on cards, in the correct order and show examples of internal/female and external/male. For teaching methods, health education teachers should reference current medically accurate instructional resources online and show examples of male and female condoms and dental dams.

Ninth through twelfth grade students continue to explore and develop their individuality and identity. As such, students may have various gender identities and sexual orientations. Sexual orientation refers to a person’s romantic and sexual attraction. Gender identity refers to one’s internal, deeply-held sense of being male, female, neither of these, both, or other gender(s) and may not necessarily correspond with an individual’s sex assigned at birth. There are an infinite number of ways an individual may identify or choose to express their individuality and sense of self, including gender. Students may not conform to the social norms of binary gender identities of male and female (e.g., gender non-binary, gender nonconforming, androgynous, genderqueer, gender fluid), and it is important to be as sensitive and responsive to students’ needs as possible. Be mindful of students’ identified gender pronouns and be aware not to make assumptions based on appearance.

Page 33:

Common Orientations

Sexual Orientation

General Attraction


Different sex or gender

Gay or Lesbian

Same sex or gender


Both opposite and same sex or gender


No sexual attraction


All sexes and genders


Many sexes and genders, but not all


Not heterosexual

Gender and sexuality are often fluid and do not always fit neatly into these categories. This can be challenging for some to grasp, including educators and students.

Page 34
Gender and Sexuality Continuum

Long Description of Gender and Sexuality Continuum is available at https://www.cde.ca.gov/ci/he/cf/ch6longdescriptions.asp#chapter6link1.
Source: Trans Students Educational Resources, graphic adapted with permission

Partnering with your community: Students identify local resources for reproductive and sexual health and evaluate laws related to sexual involvement with minors by inviting the local American Civil Liberties Union chapter, local Planned Parenthood, CDPH, or CDE to provide a professional development presentation on the California Healthy Youth Act for teachers, administrators, school board members, and parents, guardians, and caretakers.

Following is from 3R’s High School lesson plans

Lesson 1

By the end of this lesson, students will be able to:

  1. Explain what gender and gender identity are, and how they are
    different from biological sex. [Knowledge]
  1. Define sexual orientation and how it is different from gender
    and gender identity. [Knowledge]
  1. Define “gender script” while providing several examples of
    these scripts. [Knowledge]
  1. Identify at least three sources of gender scripts and messages
    they have received growing up. [Knowledge]
  1. Understand the concept of body image and how body image is
    shaped by external messages. [Knowledge]

Lesson 2

By the end of this lesson, students will be able to:

  1. Identify various reasons why teens choose to engage or not
    engage in sexual behaviors. [Knowledge]
  1. Identify at least three questions whose answers can help determine if they are ready to engage in sexual behavior with a partner. [Knowledge]
  1. Articulate a message about sexual boundaries with a partner during a role-play activity. [Knowledge]

Here are some questions to answer before making a decision to have sex (oral, vaginal, or anal) with a partner:

  1. How do I feel about sex? When do I think it would be right for me? Under what conditions and with what kind of person?
  1. How does the other person feel? How do their feelings fit in with my own?
  2. Is there any chance that I’m pressuring or exploiting the other person? Could they be pressuring or exploiting me?
  1. Are my partner and I both committed to each other and not dating other people?
  2. Do I want to wait until I’m married to have sex, or until my partner and I are in a long-term committed relationship?
  1. What do I expect sex to be like? What if it’s bad and I don’t enjoy it? How would I feel about myself or my partner?
  1. How would my partner and I feel if others found out about our sexual relationship, specifically people very close to me?
  1. Do I trust my partner? Completely?
  2. Am I comfortable being vulnerable in front of my partner, for example being naked with them?
  1. What if this turns into a strictly sexual relationship and that’s all we ever do? How would I feel then?
  1. What extra pressures might I (or we) feel once we have sex?
  2. How will I feel if we break up?
  3. What will I do to prevent STIs?
  4. What would I do if I got an STI?
  5. If my partner is another gender and we have vaginal sex, what will I do to prevent pregnancy?
  1. What would I do if a pregnancy resulted from having vaginal sex? How would my partner and I feel?
  1. If my partner and I created a pregnancy, would we be ready to start a family?
  2. How would my current family feel if they found out about my sexual relationship? How would I feel about their knowing?


Lesson 7

By the end of this lesson, students will be able to:

  1. List at least three methods of effective birth control for teens. [Knowledge]
  1. Analyze at least three factors that have an impact on a teen’s ability to successfully use birth control. [Knowledge]
  1. Recall at least two reasons why a teen might want to use birth control that are independent from preventing pregnancy. [Knowledge]

Lesson 8

By the end of this lesson, students will be able to:

  1. Describe correctly, and in order, the steps to using an external condom. [Knowledge]
  1. Describe how an internal condom is used. [Knowledge]

Scenario 1
Damien and Kyra are both 16 and live in California. Kyra gets pregnant, decides she is too young to be a parent, and does not want to carry a pregnancy to term if she’s not going to parent the baby. She does not want to place the baby for adoption because she doesn’t think she would be able to deal with knowing that her baby was out there in the world if she is not going to raise it herself. Damien is really against abortion and tells her he would raise the baby if she didn’t want to; but Kyra refuses. Things get heated, and they break up.

1) What are Damien’s rights as one of the people involved in the creation of the pregnancy?
2) Can he stop Kyra from having an abortion
3) What does Kyra need to do in order to get an abortion in her home state, California?
4) If Kyra does decide to have an abortion, what are her options for paying for it?
5) If Kyra chooses to place the baby for adoption, can Damien stop her so he can raise the baby?

Following is from Be Real, Be Ready High School Lesson plans


Below is from ETR Module 12

Do an online search for “female condom how to use animated video” one suggested is www.youtube.com/watch?v=LRZH5ASO-eM



Below is from ETR supplied DVD “Wrap It Up”

Always use a condom for:

Want to stay informed?

For updates and more information on curriculum development sign up below.

Back to Home