Implementing a sexuality and relationships education program

Selecting resources for sexuality and relationships education

Access to a wide range of resources is essential for teaching a sexuality and relationships education program. Resources will need to be selected to ensure the diverse needs of students are met.

When selecting resources, for sexuality and relationships education, the following criteria 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 eg 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

When preparing to deliver a sexuality and relationships 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
• 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 and relationships 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)

 

Develop a working agreement with students

Creating a supportive learning environment requires guidelines about how sexuality and relationships 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:

• respect for one another
• privacy and confidentiality
• language use
• asking questions

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