National University

General Course Information for ILD610: Introductory Health Ed: K-12

Course: ILD610 - Introductory Health Ed: K-12
Textbook: For the correct edition of the textbook assigned to a specific class, go to:

Course Description:

Coordinated school health programs, health problems and issues are addressed at developmentally appropriate grade levels (K-12) using the Health Framework for California Public Schools content areas and California Health Standards. Legal responsibilities of teachers related to student health and safety, effective communication with parents and site-based and community resources, research-based school health programs, life skills and positive behaviors, needs of special populations, and evaluation of health web sites will be discussed.

Course Learning Outcomes:
  • Examine components of a coordinated school health program including: comprehensive health education, health services, a healthy and safe school environment, physical education, nutrition services, physiological and counseling services, health promotion for staff, and family and community involvement. (CC5K1, CSTP2-1).
  • Utilize the concepts of health and well-being and data on the health status of today's youth to document the need for comprehensive school health education and collaborate with others in developing a program. (CC3K1, CSTP5-2, CSTP5-4).
  • Analyze risk factors and protective factors for major health problems which affect youth in this country, including injury and violence, poor lifestyle habits, drug abuse including alcohol and tobacco use, chronic and communicable diseases. (IC2K2, CC3K1,CSTP5-4).
  • Analyze developmentally appropriate grade level (K-12) content using the Health Framework for California Public Schools in the following areas: mental and emotional health, personal health, consumer and community health, injury prevention and safety, alcohol, tobacco and other drugs, nutrition, environmental health, family living, individual growth and development and communicable and chronic diseases. (GC1K6, CC2K1, GC2K6, CC7K2, CSTP1-2, CSTP1-4, CSTP2-6, CSTP3-1, CSTP3-3, CSTP3-4, CSTP3-5, CSTP4-5).
  • Analyze lesson plans and revise as needed to meet grade level health expectations identified in the Health Framework for California Public Schools, while making effective use of available resources. (CC7K2, CC7K3, CSTP1, CSTP1-4, CSTP2-6, CSTP3-1, CSTP3-3, CSTP3-4, CSTP3-5, CSTP4-5).
  • Discuss the teacher's role in enabling, promoting and reinforcing positive health choices among their students by means of instruction, positive role modeling and participating in school and community-wide efforts to improve the health of students. (CC5K7, CSTP5-5, CSTP6-5).
  • Collaborate with teachers, administrators, school counselors and psychologists, school nurses and others in the community to evaluate comprehensive, sequential school health programs as well as community-wide health programs and networks. (GC7K3, CC10S2, CSTP2-1, CSTP6-5).
  • Evaluate local, national, state, and Internet resources and strategies for promoting good health among children, young people and their families. (GC7K3, CSTP3-5).
  • Discuss the relationship of personal, family, school, community, and environmental factors as related to student academic achievement and physical, emotional, and social well-being. (CC1K7, CSTP2-1).
  • Apply the major laws and principles related to student and employee health and safety and student and parent rights. (CC1K2, IC1K5, CSTP2-4, CSTP3-4).
  • Discuss research-based programs, findings, and practices related to the health status of youth and comprehensive school health education. (CC7K1, CSTP3-5).
  • Evaluate how and when to access site based and community resources and agencies, including social, health, education, and language services in order to promote integrated support to meet the health and school safety needs of the individual learner. (GC7K3, CSTP2-1).
  • Discuss medical issues encountered in schools e.g. dispensing medication (prescription and over the counter), universal precautions, exposure control plans, medical procedures (such as blood glucose monitoring) and identification of common and communicable diseases of children and adolescents and when and how to make referrals. (IC1K5, CSTP2-1).
  • Develop strategies for teaching refusal skills, handling peer pressure, conflict resolution, violence prevention, suicide prevention, stress management, crisis prevention, and meeting the needs of special education students (e.g. special education students, foster students, homeless students, pregnant and parenting students, court/community youth, and ESL learners). (CC1K2, CC5K6)

Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.

Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.

The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like:

National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:


Contact the Library:

  • (858) 541-7900 (direct line)
  • 1-866-NU ACCESS x7900 (toll free)

Use the Library Training Tools (on the Library Homepage) for additional help

  • Recorded class presentations
  • Tutorials & Guides (APA/MLA, Peer-Review, and more)

Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty:

Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.

Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.

Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.

As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:

  • Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
  • Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
  • There are to be no offensive comments, language, or gestures