240's NES Health Study Guide Is 93% Test-Aligned
240's NES Health study guide is built around the official exam framework so you can study what is actually tested. This page shows exactly how the guide maps to the real exam — SMR by SMR and competency by competency — so you can see where coverage is strongest, where some depth gaps remain, and how each part of the guide supports your prep.
93%
test-aligned
65
Fully covered
7
Partially covered
2
Coverage gap
Based on a competency-by-competency review of the official framework and the lessons, practice questions, flashcards, videos, and study materials included in this guide.
1375
Practice Questions
466
Flashcards
110
Study Materials
10
Videos
Why Test Alignment Matters for Your NES Health Study Guide
Certification test standards are broad, but the exam questions are very specific. Our team of curriculum experts uses the 240 Study Guide Creation Process to ensure the most aligned, specific content for your NES Health (509) test — so you are not wasting time on broad subject review that may not show up on exam day.
Why 240 Is the Best Choice for the NES 509 Study Guide
- Built around the official exam framework
- Organized by the competencies actually used on the exam
- Shows exactly what is covered and where depth is partial
- Includes aligned questions, flashcards, study materials, and videos
- Helps candidates study what is actually tested instead of broad generic content
Transparent coverage is a strength. We show where the guide is strong, where depth is partial, and where a gap has been identified so you can make an informed study decision.
How to Read This Alignment Review
3 domains · 74 competencies reviewed · 93% test-aligned
Covered— competency is comprehensively supported by the guide
Partially covered— core content is covered, but some depth gaps remain
Coverage gap identified— a content gap has been identified
This study guide is based on the current official exam framework
We review and update alignment whenever the official framework changes so candidates are always studying current, accurate material.
HEALTH PROMOTION AND DISEASE PREVENTION (DOMAIN I)
Partially covered
SMR I.0001 Understand principles and practices of health promotion and disease prevention.
264 Qs23 Materials89 Cards5 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Recognize the role of the health education teacher in supporting the physical, mental, emotional, and social health of students and students' success in learning. | PE.Personal and Social Responsibility | Covered | 24 | 1 | 0 | 0 | Covered by 1 topic (24 questions, 1 materials, 0 cards, 0 videos). |
| b. Demonstrate knowledge of the stages and expected patterns of physical, cognitive, social, and emotional development throughout the life span. | P.Physical Development; PE.Physical Development Stages; P.Physical Development Theories; P.Cognitive Development; P.Moral Development; P.Social Development; PE.Development of Motor Skills | Covered | 91 | 7 | 17 | 4 | Covered by 7 topics (91 questions, 7 materials, 17 cards, 4 videos). |
| c. Demonstrate knowledge of the social determinants of health and ways in which they affect a range of health, functioning, and quality-of-life outcomes and risks. | PE.Negative Impacts on Health | Partially covered | 7 | 1 | 0 | 0 | Partial coverage by 1 topic (7 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| d. Analyze the relationship between adverse childhood experiences (ACEs) and unmet health needs and the concept that a student's basic human needs must be met for learning to occur. | PE.Family Roles and Structures; P.Maslow's Hierarchy of Needs | Covered | 19 | 2 | 2 | 1 | Covered by 2 topics (19 questions, 2 materials, 2 cards, 1 videos). |
| e. Demonstrate knowledge of personal care and hygiene practices that have beneficial effects on lifelong health and wellness. | PE.Personal Hygiene | Partially covered | 5 | 1 | 3 | 0 | Partial coverage by 1 topic (5 questions, 1 materials, 3 cards, 0 videos); limited supporting content. |
| f. Demonstrate knowledge of causes, modes of transmission, and signs and symptoms of common illnesses, diseases, and disorders. | PE.Disease Prevention; PE.Effect of Disease on Human Populations | Covered | 23 | 2 | 23 | 0 | Covered by 2 topics (23 questions, 2 materials, 23 cards, 0 videos). |
| g. Demonstrate knowledge of the effect of lifestyle behaviors on health and wellness. | PE.Healthy Lifestyles | Covered | 12 | 1 | 0 | 0 | Covered by 1 topic (12 questions, 1 materials, 0 cards, 0 videos). |
| h. Analyze ecological, social, cultural, economic, genetic, and environmental factors that influence students' health and increase or decrease susceptibility to health outcomes. | PE.Health and Culture; PE.Health and the Economically Disadvantaged | Covered | 7 | 2 | 3 | 0 | Covered by 2 topics (7 questions, 2 materials, 3 cards, 0 videos). |
| i. Apply knowledge of practices for preventing communicable, noncommunicable, and chronic diseases and methods of screening for, detecting, managing, and controlling illness and disease. | PE.Common Diseases; PE.Common Health Conditions; S.Infectious Agents; PE.Health Check-Ups; S.Immune Systems | Covered | 74 | 5 | 42 | 0 | Covered by 5 topics (74 questions, 5 materials, 42 cards, 0 videos). |
| j. Evaluate the effects of public policies, health-care resources, and medical research and technology on emerging health issues and health-promotion and disease-prevention efforts. | PE.Health Care Issues and Trends | Partially covered | 2 | 1 | 1 | 0 | Partial coverage by 1 topic (2 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
SMR I.0002 Understand the roles of nutrition and physical activity in maintaining lifelong health.
270 Qs20 Materials99 Cards1 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of anatomy and physiology in relation to key aspects of physical health, growth, and development. | PE.Response to Physical Activity; S.Human Body Systems; PE.Muscle Strength and Flexibility; PE.Aerobic Conditioning | Covered | 109 | 4 | 38 | 1 | Covered by 4 topics (109 questions, 4 materials, 38 cards, 1 videos). |
| b. Identify sources, functions, and effects of nutrients on body systems, energy processes, physical performance, and body composition. | PE.Healthy Diet; S.Digestion and Excretory | Covered | 24 | 2 | 17 | 0 | Covered by 2 topics (24 questions, 2 materials, 17 cards, 0 videos). |
| c. Analyze various influences on eating behaviors and ways in which eating habits affect the functioning of the human body and overall health. | PE.Healthy Diet; PE.Relationship Between Calories and Exercise | Covered | 25 | 2 | 19 | 0 | Covered by 2 topics (25 questions, 2 materials, 19 cards, 0 videos). |
| d. Apply knowledge of principles and skills for locating, evaluating, and using nutritional tools and guidelines to establish, monitor, and achieve personal health goals. | S.Nutrition; PE.Special Nutritional Needs; PE.Evaluating Nutritional Information | Covered | 32 | 3 | 13 | 0 | Covered by 3 topics (32 questions, 3 materials, 13 cards, 0 videos). |
| e. Apply knowledge of how to interpret nutritional facts and labels and use the information to make health-enhancing decisions. | PE.Evaluating Nutritional Information; PE.Healthy Diet; PE.Weight Management | Covered | 58 | 3 | 18 | 0 | Covered by 3 topics (58 questions, 3 materials, 18 cards, 0 videos). |
| f. Demonstrate knowledge of components of health-related fitness, appropriate strategies and activities for assessing and addressing these components, and factors that affect physical fitness and performance. | PE.Components of Physical Fitness (Elementary); PE.Personal Fitness Programs; PE.Principles of Fitness Training; PE.Equipment for Fitness | Covered | 41 | 4 | 25 | 0 | Covered by 4 topics (41 questions, 4 materials, 25 cards, 0 videos). |
| g. Demonstrate knowledge of how body systems adapt to physical activity and of exercise principles that enhance health-related fitness | PE.Aerobic Conditioning; PE.Exercise Principles; PE.Response to Physical Activity | Covered | 54 | 3 | 16 | 0 | Covered by 3 topics (54 questions, 3 materials, 16 cards, 0 videos). |
| h. Identify methods and criteria for designing, implementing, and monitoring personal fitness plans and ways in which health goals may vary with changing abilities, priorities, and responsibilities. | PE.Monitoring Fitness Levels; PE.Personal Fitness Programs; PE.Principles of Fitness Training; PE.Goal Setting | Covered | 40 | 4 | 25 | 0 | Covered by 4 topics (40 questions, 4 materials, 25 cards, 0 videos). |
| i. Analyze the relationships between physical activity and mental, emotional, and social health and well-being. | PE.Movement Activities and Values; PE.Personal Benefits of Physical Activity | Covered | 23 | 2 | 6 | 0 | Covered by 2 topics (23 questions, 2 materials, 6 cards, 0 videos). |
SKILLS FOR ENHANCING HEALTH AND REDUCING RISKS (DOMAIN II)
Partially covered
SMR II.0003 Understand adolescent health risk factors and strategies and skills for preventing and reducing health risks during adolescence.
180 Qs15 Materials50 Cards0 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of protective factors that help students avoid behaviors that put them at risk for adverse health and educational outcomes (e.g., self-efficacy, self-esteem, parental support, adult mentors, youth programs). | None | Coverage gap identified | 0 | 0 | 0 | 0 | No matching topic found in the study guide. |
| b. Recognize factors and behaviors that are associated with an increased risk of violence and danger, and recognize skills, procedures, and resources for seeking assistance and preventing, avoiding, and reporting violence. | P.At-Risk Students; P.Duty to Report; PE.Preventing Violence; PE.Parenting and Family Communication | Covered | 38 | 4 | 4 | 0 | Covered by 4 topics (38 questions, 4 materials, 4 cards, 0 videos). |
| c. Demonstrate knowledge of factors that influence decisions about high-risk health behaviors and of techniques, strategies, and activities that promote students' ability to avoid and abstain from such behaviors. | P.At-Risk Students | Partially covered | 2 | 1 | 1 | 0 | Partial coverage by 1 topic (2 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| d. Recognize the physiological and psychological effects of alcohol, tobacco and nicotine, and other drugs and the effects of addictive behaviors on personal growth and development. | PE.Drug Classifications; PE.Drug Abuses | Covered | 33 | 2 | 23 | 0 | Covered by 2 topics (33 questions, 2 materials, 23 cards, 0 videos). |
| e. Apply knowledge of practices, strategies, and activities that help prevent and reduce risks associated with alcohol, tobacco and nicotine, and other drug use, including over-the-counter (OTC) and nonprescribed medications. | PE.Alcohol and Tobacco Legalities | Partially covered | 3 | 1 | 2 | 0 | Partial coverage by 1 topic (3 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
| f. Demonstrate knowledge of risk factors and characteristics of addictive behaviors, as well as types of programs and methods for treating addiction. | PE.Preventing and Treating Substance Abuse; PE.Drug Abuses; PE.Athletes and Substance Abuse | Covered | 50 | 3 | 14 | 0 | Covered by 3 topics (50 questions, 3 materials, 14 cards, 0 videos). |
| g. Demonstrate knowledge of societal and legal issues and consequences related to addiction and illicit alcohol and drug use. | PE.Preventing and Treating Substance Abuse; PE.Alcohol and Tobacco Legalities | Covered | 33 | 2 | 5 | 0 | Covered by 2 topics (33 questions, 2 materials, 5 cards, 0 videos). |
| h. Demonstrate knowledge of the impact of addiction on individuals, families, and communities. | PE.Preventing and Treating Substance Abuse; PE.Drug Abuses | Covered | 45 | 2 | 10 | 0 | Covered by 2 topics (45 questions, 2 materials, 10 cards, 0 videos). |
| i. Recognize connections between risk behaviors involving alcohol, tobacco and nicotine, and other drugs and the likelihood of engaging in other unhealthy behaviors. | P.Risky Behaviors | Partially covered | 2 | 1 | 0 | 0 | Partial coverage by 1 topic (2 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| j. Demonstrate knowledge of sexual and reproductive health and of principles, strategies, and resources for promoting students' ability to protect their sexual and reproductive health. | PE.Teaching Sexual Health; PE.Sexually Transmitted Diseases; S.Sexual Reproduction; PE.Sexual Health | Covered | 50 | 4 | 14 | 0 | Covered by 4 topics (50 questions, 4 materials, 14 cards, 0 videos). |
| k. Demonstrate knowledge of characteristics, transmission, and treatment of sexually transmitted infections (STIs), including HIV, and of strategies and resources for preventing and minimizing sexual health risks. | PE.Sexually Transmitted Diseases; PE.Teaching Sexual Health | Covered | 26 | 2 | 9 | 0 | Covered by 2 topics (26 questions, 2 materials, 9 cards, 0 videos). |
| l. Analyze the use and synthesis of national-, state-, and district-level data on behavioral health risks among school-age youth to inform health education programs and instruction. | PE.Teaching Health | Covered | 19 | 1 | 0 | 0 | Covered by 1 topic (19 questions, 1 materials, 0 cards, 0 videos). |
SMR II.0004 Understand factors that influence mental, emotional, and social health and strategies and skills for promoting healthy relationships and communication.
226 Qs16 Materials75 Cards2 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Evaluate risk and protective factors, behaviors, and characteristics that foster or hinder mental and emotional health and well-being (e.g., self-concept, resiliency, environment, physical health). | P.Mental Health in Young Children; PE.Mental Health | Covered | 34 | 2 | 20 | 0 | Covered by 2 topics (34 questions, 2 materials, 20 cards, 0 videos). |
| b. Recognize interpersonal skills for supporting positive relationships with others and how to use communication skills to express needs, desires, and feelings appropriately. | PE.Teaching Healthy Communication Skills | Covered | 13 | 1 | 5 | 0 | Covered by 1 topic (13 questions, 1 materials, 5 cards, 0 videos). |
| c. Demonstrate knowledge of the positive and negative effects of technology on relationships and communication patterns. | PE.Teaching Healthy Communication Skills | Covered | 13 | 1 | 5 | 0 | Covered by 1 topic (13 questions, 1 materials, 5 cards, 0 videos). |
| d. Demonstrate knowledge of social-emotional learning principles and factors that contribute to developing, strengthening, and maintaining friendships and caring relationships. | PE.Levels of Commitment in Relationships; PE.Dating Relationships; PE.Peer Relationships | Covered | 35 | 3 | 14 | 0 | Covered by 3 topics (35 questions, 3 materials, 14 cards, 0 videos). |
| e. Demonstrate understanding of strategies for expressing diverse viewpoints productively, as well as ways to show respect for others regardless of their values and opinions | P.Positive Class Community | Covered | 46 | 1 | 1 | 1 | Covered by 1 topic (46 questions, 1 materials, 1 cards, 1 videos). |
| f. Demonstrate knowledge of ways to facilitate respect and understanding of individual differences in growth and development, physical appearance, gender roles, and sexual orientation. | P.Adaptations for Diversity - Socioeconomic Differences; P.Teaching Diverse Students; P.Adaptations for Diversity - Gender | Covered | 52 | 3 | 3 | 1 | Covered by 3 topics (52 questions, 3 materials, 3 cards, 1 videos). |
| g. Analyze the importance of interpersonal, family, social, and school community bonds and connections for the development of self-esteem and sense of security and belonging. | PE.Community Health | Covered | 10 | 1 | 5 | 0 | Covered by 1 topic (10 questions, 1 materials, 5 cards, 0 videos). |
| h. Recognize sources of stress and anxiety; effects of stress and anxiety on mental and emotional health; and strategies for coping with stress, anxiety, transitions, and life changes in health-enhancing ways. | P.Stress and Emotional Trauma; PE.Stress and Relaxation | Covered | 15 | 2 | 2 | 0 | Covered by 2 topics (15 questions, 2 materials, 2 cards, 0 videos). |
| i. Demonstrate knowledge of warning signs and symptoms of depression, grief, self-harm, and suicide ideation and strategies and resources for addressing, reporting, and obtaining help for these conditions. | PE.Mental Health | Covered | 31 | 1 | 10 | 0 | Covered by 1 topic (31 questions, 1 materials, 10 cards, 0 videos). |
| j. Recognize behaviors and characteristics associated with eating disorders, effects of eating disorders on health, and strategies and resources for helping individuals with eating disorders. | PE.Eating Disorders | Covered | 8 | 1 | 10 | 0 | Covered by 1 topic (8 questions, 1 materials, 10 cards, 0 videos). |
| k. Demonstrate knowledge of healthy and unhealthy dating relationships and strategies and skills for maintaining healthy relationships and obtaining help when needed. | PE.Dating Relationships; PE.Levels of Commitment in Relationships | Covered | 17 | 2 | 12 | 0 | Covered by 2 topics (17 questions, 2 materials, 12 cards, 0 videos). |
| l. Identify types of family roles and responsibilities, characteristics of healthy family relationships, and strategies and resources for coping with family issues. | PE.Types of Abuse | Partially covered | 6 | 1 | 4 | 0 | Partial coverage by 1 topic (6 questions, 1 materials, 4 cards, 0 videos); limited supporting content. |
| m. Analyze causes and effects of positive and negative peer pressure and strategies and communication techniques for resisting and responding to negative peer pressure. | PE.Teaching Healthy Communication Skills | Covered | 13 | 1 | 5 | 0 | Covered by 1 topic (13 questions, 1 materials, 5 cards, 0 videos). |
| n. Apply knowledge of how to promote students' use of appropriate strategies, procedures, and resources in responding to bullying, harassment, exclusion, and intimidation, including digital and electronic forms. | PE.Harassment and Discrimination | Covered | 7 | 1 | 11 | 0 | Covered by 1 topic (7 questions, 1 materials, 11 cards, 0 videos). |
SMR II.0005 Understand how to use safety, goal-setting, decision-making, conflict-resolution, and advocacy skills to enhance health.
98 Qs9 Materials21 Cards0 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of unsafe situations in the home, at school, online, and in the community, as well as strategies for recognizing and avoiding potential risks at home, at school, online, and in the community. | PE.Leading Causes of Injury; PE.Teaching Safety; PE.Safety and Recognizing Potential Risks | Covered | 25 | 3 | 2 | 0 | Covered by 3 topics (25 questions, 3 materials, 2 cards, 0 videos). |
| b. Apply knowledge of principles and precautions related to traffic and pedestrian safety, fire prevention, water and sun safety, poison prevention, and safety during recreation and play. | PE.Water Safety; PE.Leading Causes of Injury | Covered | 8 | 2 | 2 | 0 | Covered by 2 topics (8 questions, 2 materials, 2 cards, 0 videos). |
| c. Evaluate common causes of accidents, perceptions and behaviors that lead to intentional and unintentional injuries, and strategies for reducing and preventing risk-taking behaviors. | None | Coverage gap identified | 0 | 0 | 0 | 0 | No matching topic found in the study guide. |
| d. Identify methods of assessing personal health strengths and risks, including short-term and long-term effects of personal safety strategies and harmful behaviors. | PE.Goal Setting and Decision Making | Covered | 23 | 1 | 9 | 0 | Covered by 1 topic (23 questions, 1 materials, 9 cards, 0 videos). |
| e. Demonstrate knowledge of criteria, steps, and strategies for establishing, implementing, monitoring, and evaluating progress toward personal health goals. | PE.Goal Setting and Decision Making | Covered | 23 | 1 | 9 | 0 | Covered by 1 topic (23 questions, 1 materials, 9 cards, 0 videos). |
| f. Demonstrate knowledge of influences on health-related decisions and behaviors and steps and strategies for making informed choices and decisions to reduce and avoid health risks. | PE.Goal Setting and Decision Making | Covered | 23 | 1 | 9 | 0 | Covered by 1 topic (23 questions, 1 materials, 9 cards, 0 videos). |
| g. Analyze common causes and consequences of conflict in families, schools, and communities and techniques and processes that students can use to manage and resolve conflicts. | PE.Conflict Resolution; PE.Teaching Conflict Resolution | Covered | 20 | 2 | 1 | 0 | Covered by 2 topics (20 questions, 2 materials, 1 cards, 0 videos). |
| h. Apply knowledge of basic principles and procedures for first aid and medical care, including for life-threatening respiratory and cardiac emergencies. | PE.First Aid | Covered | 21 | 1 | 4 | 0 | Covered by 1 topic (21 questions, 1 materials, 4 cards, 0 videos). |
| i. Recognize principles of emergency preparedness and procedures and resources for obtaining assistance in an emergency or crisis (e.g., severe weather, family crisis, school violence, accidents). | PE.Emergency Plans | Covered | 7 | 1 | 5 | 0 | Covered by 1 topic (7 questions, 1 materials, 5 cards, 0 videos). |
| j. Identify strategies, skills, and resources for advocating for personal, family, peer, and community health and safety and supporting others in making healthy choices. | PE.Goal Setting and Decision Making | Covered | 23 | 1 | 9 | 0 | Covered by 1 topic (23 questions, 1 materials, 9 cards, 0 videos). |
HEALTH LITERACY, INSTRUCTION, AND ASSESSMENT (DOMAIN III)
Covered
SMR III.0006 Understand health literacy, influences on health behaviors, and skills and criteria for locating and evaluating health information and services.
76 Qs7 Materials37 Cards0 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of concepts and principles related to health literacy (e.g., the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions), digital literacy, and data literacy. | PE.Sources for Health Information | Covered | 18 | 1 | 6 | 0 | Covered by 1 topic (18 questions, 1 materials, 6 cards, 0 videos). |
| b. Apply knowledge of criteria and skills for researching, locating, accessing, and evaluating the validity of health-related data, information, products, and services. | PE.Sources for Health Information | Covered | 18 | 1 | 6 | 0 | Covered by 1 topic (18 questions, 1 materials, 6 cards, 0 videos). |
| c. Analyze how attitudes, perceptions, and behaviors related to health are influenced by family, peers, culture, society, technology, social media, and other factors | PE.Health and Media; PE.Outside Influences on Health | Covered | 15 | 2 | 0 | 0 | Covered by 2 topics (15 questions, 2 materials, 0 cards, 0 videos). |
| d. Analyze ways in which various types of media communicate misleading messages (e.g., about attractiveness, sexual activity, substance use) to students. | PE.Health and Media | Covered | 9 | 1 | 0 | 0 | Covered by 1 topic (9 questions, 1 materials, 0 cards, 0 videos). |
| e. Demonstrate knowledge of persuasive techniques used in health-related marketing and advertising and strategies for promoting students' ability to recognize, analyze, and resist unhealthy messages. | PE.Health and Media | Covered | 9 | 1 | 0 | 0 | Covered by 1 topic (9 questions, 1 materials, 0 cards, 0 videos). |
| f. Demonstrate knowledge of the effects of environmental factors and events on health and safety, as well as the short- and long-term effects of human behaviors on the environment. | PE.Environmental Health | Covered | 12 | 1 | 6 | 0 | Covered by 1 topic (12 questions, 1 materials, 6 cards, 0 videos). |
| g. Apply knowledge of criteria and strategies for navigating health-care systems, including types of health-care providers, agencies, services, and insurance plans. | PE.Health Care Providers; PE.Health Agencies | Covered | 25 | 2 | 20 | 0 | Covered by 2 topics (25 questions, 2 materials, 20 cards, 0 videos). |
| h. Recognize the roles of community organizations and public health policies and agencies (e.g., county health department, Centers for Disease Control and Prevention [CDC], World Health Organization [WHO]) in disease prevention. | PE.Health Agencies | Covered | 10 | 1 | 7 | 0 | Covered by 1 topic (10 questions, 1 materials, 7 cards, 0 videos). |
| i. Recognize federal laws, guidelines, and agencies governing the health, safety, and consumer rights of individuals. | PE.Health and Safety Laws | Covered | 6 | 1 | 5 | 0 | Covered by 1 topic (6 questions, 1 materials, 5 cards, 0 videos). |
| j. Demonstrate knowledge of skills and requirements needed for careers in health-related fields and roles and responsibilities associated with a variety of health-related occupations. | PE.Health Care Providers | Covered | 15 | 1 | 13 | 0 | Covered by 1 topic (15 questions, 1 materials, 13 cards, 0 videos). |
SMR III.0007 Understand curriculum, instruction, assessment, and professionalism in the health education program.
262 Qs20 Materials101 Cards2 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Apply knowledge of principles, techniques, and criteria for conducting and using needs assessments and professional tools to design, implement, and evaluate health education curricula. | PE.Fair Assessment; PE.Communicating Assessment Results; PE.Assessment Strategies | Covered | 46 | 3 | 17 | 1 | Covered by 3 topics (46 questions, 3 materials, 17 cards, 1 videos). |
| b. Demonstrate knowledge of the Whole School, Whole Community, Whole Child (WSCC) model and framework for school health education, the connections between health and academic achievement, and the importance of evidence-based school policies and practices. | P.Positive Behavioral Intervention and Support (PBIS); PE.Collaboration | Covered | 17 | 2 | 12 | 0 | Covered by 2 topics (17 questions, 2 materials, 12 cards, 0 videos). |
| c. Demonstrate knowledge of health barriers and their effects on development and learning, as well as ways in which students' developmental characteristics, learning preferences, and diverse backgrounds and experiences (e.g., cultural, economic, racial, religion, gender, gender identity) influence the provision of health education instruction and assessment. | PE.Modifications for Students with Disabilities; PE.Motivational Theories and Techniques | Covered | 28 | 2 | 9 | 0 | Covered by 2 topics (28 questions, 2 materials, 9 cards, 0 videos). |
| d. Analyze theoretical foundations of health behavior change and learning; current evidence-based health research, initiatives, and policies; and legal and ethical considerations in health education programs. | PE.Legal and Ethical Issues | Covered | 18 | 1 | 7 | 0 | Covered by 1 topic (18 questions, 1 materials, 7 cards, 0 videos). |
| e. Demonstrate knowledge of how to plan school health education programs that are aligned with preK–12 health education standards and that include instructional technology, resources, accommodations, and modifications that support all students. | PE.Curriculum Connections; PE.Curriculum Development; PE.Technology in PE; PE.Apply Domains to PE | Covered | 40 | 4 | 21 | 0 | Covered by 4 topics (40 questions, 4 materials, 21 cards, 0 videos). |
| f. Apply knowledge of best practices for implementing a range of instructional strategies and activities to facilitate students' acquisition of functional health knowledge and health-enhancing skills, behaviors, and attitudes. | PE.Teaching Styles; PE.Instructional Strategies (Health) | Covered | 30 | 2 | 13 | 0 | Covered by 2 topics (30 questions, 2 materials, 13 cards, 0 videos). |
| g. Apply knowledge of multiple methods, tools, and techniques for assessing and evaluating student knowledge and skills, monitoring student progress, providing meaningful feedback to students and families, and adjusting instructional approaches and activities. | PE.Assessment Strategies; PE.Communicating Assessment Results; P.Effective Feedback; PE.Performance Improving Feedback | Covered | 78 | 4 | 19 | 1 | Covered by 4 topics (78 questions, 4 materials, 19 cards, 1 videos). |
| h. Identify principles and methods for communicating and collaborating with students, families, colleagues, stakeholders, and health agencies to enhance student knowledge and skills and advocate for program goals. | PE.Collaboration; PE.Communicating Health Information; PE.Professional Communication | Covered | 27 | 3 | 6 | 0 | Covered by 3 topics (27 questions, 3 materials, 6 cards, 0 videos). |
| i. Demonstrate knowledge of the role of the health education teacher as a facilitator and resource for health information and the importance of professional development and reflective practice in supporting students' success in learning. | PE.Health Education Professional Development; PE.Professional Development | Covered | 28 | 2 | 10 | 0 | Covered by 2 topics (28 questions, 2 materials, 10 cards, 0 videos). |
How 240 Creates The NES Health (509) Study Guide
Learn more →Every 240 study guide starts with the official exam framework. From there, we organize lessons, practice, and study tools around the categories the exam uses to measure candidate knowledge.
1
Review the official exam framework
We begin with the standards, domains, competencies, objectives, or content categories published by the testing authority.
2
Map the tested categories
We map every major area the exam is designed to cover so the guide reflects the real structure of the test.
3
Build lessons around tested content
We create study materials to support the official blueprint, not broad filler content.
4
Cross-check practice against exam expectations
We review practice content against the framework and real exam patterns so preparation stays targeted.
5
Review and update as standards change
When official frameworks change, we review guides and update alignment as needed.
Reviewed by subject-matter experts and maintained to reflect current standards.
Built By Teachers for Teachers
You're not on this journey alone. Our 240 teachers have firsthand experience with these exams. Real teachers with real experience are behind the scenes to help guide you into the classroom where YOU belong.
Why 240 Is Better Than Other Generic Study Guides
Not all study guides are built the same way. Here is what separates a test-aligned guide from a generic one — and why it matters when you are preparing for the NES Health.
Generic
Generic Prep
✕Covers broad subject areas without structure
✕No clear connection to the official exam framework
✕Practice questions may not reflect the real test format
✕May not update when official standards change
~Can be helpful for quick, broad review
Test-aligned
240 Test-Aligned NES 509 Prep
✓Every lesson maps to an official domain or competency
✓Built directly from the official exam framework
✓Practice questions aligned to what the exam actually measures
✓A clear study path by tested category
✓Study smarter and enter test day more prepared
FAQs About the NES Health Study Guide
The questions teacher candidates ask us most often about the NES Health study guide.
1
Is 240 a good study guide for NES Health?
240 is a strong option because the guide is built around the official exam framework and shows detailed alignment by SMR and competency.
2
How closely does 240 align to the NES 509 exam?
This guide is 93% aligned based on a competency-by-competency review of the official framework and the study resources included in the guide.
3
Does 240 cover every competency?
This page shows coverage transparently across covered, partially covered, and identified gaps so candidates can see exactly how the guide maps to the exam.
4
What does “partially covered” mean?
Partially covered means the guide addresses the core parts of a competency, but some depth or subtopics may still be limited.
Study What's Actually on the NES 509 Exam
Start with a study guide built around the real exam. 240's guide maps lessons and study tools to official competencies so you can prepare more efficiently and more confidently.