It is important to refer to the following policies to understand the appropriate ways of delivering sexuality and sexual health education in your school:

• Controversial issues in schools procedures
• Code of ethics and conduct
• Child protection – responding to and reporting students at risk of harm

The Department’s Controversial issues in schools procedures provide direction and guidance on managing controversial issues arising in schools.

All schools in NSW are required to teach courses of study in accordance with the outcomes of syllabuses developed by NSW Education Standards Authority.

Some aspects of PDHPE may be viewed as sensitive or controversial, such as learning about abuse, child protection, drugs, respectful relationships, sexual health, sexuality, and violence.

Principals can use their professional judgement to determine how and when it is appropriate to notify parents or carers about student participation in the delivery of curriculum, school programs and activities, extra-curricular activities and excursions or incursions that address controversial issues.

Source: Controversial issues in schools procedures

Principals should use their professional judgement to determine when it is appropriate to provide the option for parents or carers to withdraw their child from school programs and activities that extend beyond the regular curriculum content, including student-organised activities, extra-curricular activities, excursion and incursions addressing controversial issues, using opt-out or opt-in consent forms.

The NSW Department of Education provides detailed guidance and advice on communicating with parents and carers about controversial issues. ​This includes a series of sample letters and templates which can be accessed and modified by schools and Principals as required. Further, the PDHPE Secondary Curriculum team has prepared a sample PDHPE information letter to communicate with your school community about your teaching and learning programs.

Evaluation of school programs indicates that, where parents and carers have an understanding of the program, students’ learning is improved.

Schools should implement a consultative process to ensure parents and carers have the opportunity to participate in discussions on both curriculum content and teaching and learning materials where appropriate.

If a parent or carer has concerns about what their child is learning in class, they should first:

• speak with their child’s teacher, who can provide them with further information about the curriculum
• speak with the school principal if they continue to have concerns.

Communication with parents and carers assists the community to better understand the content and aims of the programs.

Establishing how parents will be informed about programs and involved in consultation is a school-based decision.

All audiovisual materials must be previewed prior to use with students. The reviewer should give particular consideration to the suitability of the material in the educational context and the age and maturity of the intended audience. Be sensitive to cultural protocols that may be relevant to certain members of intended audiences when previewing materials.

The Classification (Publications, Films and Computer Games) Enforcement Act 1995 and associated amendment acts are the NSW legislation that complements the National Classification Scheme under which audiovisual materials are classified as G, PG, M and MA 15+.

The department’s Audiovisual material in schools – procedures for use provides advice for schools with regard to the use of audiovisual material including films, videos, DVDs and computer games classified by the Classification Board and Classification Review Board.

The use of classified films, programs and computer games in schools requires the approval of the principal. The Principal may delegate the approval of the use of C, P, G, and PG material to an executive member of staff but must not delegate approval relating to the use of M and MA 15+ material.

This advice should also be applied to any approved school excursions or when external providers use audiovisual material as part of their programs.

Clips from web channels and platforms such as TedEd and YouTube may enhance teaching and learning. Youtube’s Terms of service states 'You must be at least 13 years old to use the Service; however, children of all ages may use the Service and YouTube Kids (where available) if enabled by a parent or legal guardian.' In a school setting, the supervising teacher represents the parent or guardian’s permission to use the service.

It is important to note that what the site considers age-appropriate may not match Australian classification standards or NSW educational values.

Apply the advice from the Department’s Audiovisual material in schools – procedures for use before making decisions about the suitability of material for student use.

Sample questions used to review audiovisual and digital media materials may include:

• What syllabus outcomes or content will be addressed, explored or complemented through use of this material?
• In what ways is this material age-appropriate and inclusive?
• What are the reasons you would use this material in a lesson or as part of a program? Could you deliver the lesson or content in another way?
• Does the material value add to the lesson?
• What key messages would you want students to take away from the material? Are these messages inclusive and in line with the NSW curriculum?
• How might this material be viewed by your school community and should the community be informed before using the material?
• How would you use this material to ensure quality teaching and learning?

Teachers continually use their professional judgement to decide on the best strategies, resources and teaching and learning methods to support student learning.

In making these judgements, teachers must consider the age, maturity, health and other characteristics of children and young people.

Effective teaching in PDHPE relies on positive relationships that are developed in a professional manner. The teacher is in a position of trust, authority and influence. Modelling respectful interactions is an important part of teacher and student interactions.

Establishing a trusting relationship between student and teacher supports effective teaching and learning. This relationship should focus on the needs of the student.

The Child Protection Policy: Responding to and reporting students at risk of harm  includes training, reporting on safety, and supporting children and young people, as well as monitoring, evaluation and reporting requirements.

All staff have a responsibility to recognise and respond to safety, welfare or wellbeing concerns for children and young people and inform their principal or workplace manager. The Mandatory Reporter Guide (MRG) can assist in making an informed decision regarding child protection concerns. It is the responsibility of principals and workplace managers to report suspected risk of significant harm concerns to the Family and Community Services (FACS) Child Protection Helpline.

More information is available on our Child Protection website.