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
• Audiovisual material requirements
• 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.

Audio visual materials can provide an effective stimulus for class discussion or support the demonstration of curriculum content. This includes all audiovisual material used in schools, including films, computer games, television and radio content, music and digital content. It extends to any approved excursions that involve visits to cinemas, video game venues, theatres, associated coach or air travel or other related activity using audiovisual material.

When considering the use of audiovisual materials in schools it is important to review the section on complying with audiovisual requirements in the Controversial issues in schools procedures.

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.