Learning About Sex series

The curriculum builds substantial content knowledge about human biology and development across age levels. Each book introduces age-appropriate scientific information about anatomy, reproduction, and physical changes during development.

Books cover anatomical differences, how babies are conceived and develop, adolescent physical changes, and detailed reproductive biology for older students with 'accurate vocabulary words' used throughout

The curriculum includes substantial guidance for parents and educators through dedicated training materials. Support materials address both content knowledge and pedagogical approaches.

Includes 'How to Talk Confidently with Your Child about Sex' for parents with guidance on 'what to present to children and when and how to do so' plus discussion tips

The curriculum facilitates direct instruction through structured reading materials and parent/teacher guidance. Content is presented systematically rather than through discovery-based approaches.

Books are written for direct presentation to students, with parent guidance materials and structured content delivery. The series includes 'How to Talk Confidently with Your Child about Sex' for adults

The curriculum explicitly teaches scientific vocabulary appropriate for each age level. Technical terms are introduced systematically and used consistently throughout the series.

Review notes that 'accurate vocabulary words are used' and the content includes proper anatomical terms and biological concepts presented in age-appropriate language

The curriculum does not appear to align with NGSS standards for life science education. While it covers human biology, it lacks the three-dimensional learning framework and broader life science concepts.

Content focuses specifically on human sexuality and development from a religious perspective rather than comprehensive life science standards alignment

The curriculum does not appear to include hands-on activities or laboratory components. It relies primarily on reading, discussion, and DVD presentations for content delivery.

Materials described are books 'designed for reading aloud and discussion' and DVDs for presentations, with no mention of laboratory work or hands-on science activities

There is insufficient evidence of systematic retrieval practice or review mechanisms built into the curriculum design.

No mention of quizzes, review exercises, or spaced practice activities in the available review materials