Implementing a sexuality education program

Sexuality education programs should be designed to reflect the needs of the school community. This includes planning how a program is implemented to cater for participants’ needs throughout the program.

Selecting resources for sexuality education

Access to a wide range of appropriate resources is essential for teaching a sexuality education program. Resources will need to be selected to ensure the diverse needs of students are met. Establishing criteria to use to evaluate resources selected for use in sexuality education is part of this process.

When selecting resources, for sexuality education, the following points should be considered:

• are the important/required topics and concepts covered?
• is the information accurate and up to date?
• is the information age appropriate?
• does the resource address the diverse learning needs of all students?
• does the resource rely on fear or shame to influence behaviour?
• is the resource culturally appropriate for age, race, ethnicity and sexual orientation?
• is the resource based on theories and techniques that are proven to be effective?
• does the resource allow students the opportunity to learn and practice important skills e.g. build self esteem, critical analysis skills, problem solving skills, decision making skills, communication skills, and identification of risk factors or negotiation skills?

(National Guidelines Taskforce, 2004)

Creating a safe and supportive environment

Creating a safe, supportive, inclusive and positive environment for sexuality education facilitates student learning by encouraging the active participation of all students. When preparing to deliver a sexuality education program the following have been identified as some of the features of effective teaching:

• teachers have a comprehensive understanding of the objectives and content of the program they are teaching
• teachers have strategies to assess students' different levels of understanding
• teachers create safe and positive classroom environments that allows all students to participate and contribute equally
• teachers use a variety of teaching methods to engage students to participate in active learning
• teachers prepare students for a sexuality education program
• teachers ensure that the program is inclusive of the diverse learning needs of students and reflects the cultural and religious beliefs, backgrounds and range of family structures and relationships of students

(Blake, 2002)

To develop a learning environment in which students are active participants and work collaboratively, teachers need to reflect on the way in which their classroom is structured. Ensuring that the physical environment is conducive to active learning, discussion and interaction is important. Having a range of resources such as books, puzzles, posters, videos/DVDs and learning centres on various topics in the classroom encourages ongoing open discussion and learning about sexuality.

Develop a working agreement with students

Creating a supportive learning environment requires guidelines about how sexuality education lessons will be conducted. This ensures that students feel comfortable to express ideas, ask questions, and explore topics in an atmosphere of respect and inclusion. Working agreements can be developed with students as a class activity. Agreements should be displayed and revised at the start of each lesson. Working agreements might include guidelines around:

• respect for one another
• privacy and confidentiality
• language use i.e. only scientific terms
• asking questions

References