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 Policy
• Audiovisual material in schools – procedures for use
• Code of conduct
• Child Protection Policy: Responding to and reporting students at risk of harm

The department’s Controversial Issues in School Policy and implementation procedures provide direction for the management of controversial issues in schools.

Principals are responsible for the delivery of curriculum, school programs and activities, inclusive of the study of controversial issues. This includes the approval of content and supervision of activities delivered by external providers.

It is essential that principals maintain communication with parents and carers on teaching and learning programs, visiting speakers, external providers and other school activities, including student organised activities, in which controversial issues may be addressed.

Parents and carers need to be advised of the specific details of school activities, programs or events addressing controversial issues and the relevance to the curriculum and school programs and activities. Where advice is appropriate, it must be given prior to the occasion so parents and carers can provide consent or withdraw their child from a particular session(s) on controversial issues. The parental right to withdraw their child must be respected. Source: Controversial Issues in Schools Policy Implementation Procedures.

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

Where parents and carers indicate they wish to withdraw their child from a program it is useful to negotiate which parts of the program they are concerned about. 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 to ascertain whether parts of the program need to be modified.

There are many misconceptions about what students learn about and how students learn in sexuality and sexual health education. 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.

Alternative learning must be provided to students withdrawn from a session involving controversial issues. Principals decide to use the opt-out or opt-in forms to obtain parental permission. Factors to consider when using opt-out permission forms include

• the link to the curriculum (NSW syllabus outcomes and content)
• link to school programs, learning objectives and student needs
• the number of students participating.

If a parent or carer calls the school to provide or deny consent to the particular activity, a written record of the call (including, date, time, caller, recipient and consent) must be kept in accordance with section 6 of the procedures.

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.

Sexuality and sexual health education is based on six main concepts which interrelate and develop in complexity across the stages of learning. All six concepts are embedded in the content of the PDHPE K-10 Syllabus.

Why is it important?

Understanding human development and being able to apply this concept allows students to appreciate their own body. As students learn more about themselves, they note how they are different and the same, including differences in their bodies, abilities, identities and interests. Understanding how we are the same and how we are different is an important building block to respecting others and interacting with people in respectful and appropriate ways.

Knowing the correct terms for the reproductive and sexual parts of the body and body functions is important to achieve communication that is clearer, more direct and consequently (in time) less embarrassing. It supports students to seek further information about reproduction or sexuality as needed.

Sub-elements of human development

• Sexual and reproductive anatomy and physiology – the human body has the capability to reproduce as well as give and receive pleasure sexually.
• Reproduction –most people have the capability to reproduce. People can also choose whether or not they wish to reproduce.
• Puberty – a universally experienced transition from childhood to adulthood characterised by physical, emotional and social changes.
• Body image – the image people have of their bodies which affects their feelings and behaviours.
• Personal identity – the way a person identifies and shares themselves with the world.

Why is it important?

Talking about our relationships, friends, families and support networks helps students to identify where they fit, whom they can turn to and the importance of respect when relating to others. Identifying the people who love and care for them helps reinforce student’s sense of belonging and security.

Identifying appropriate ways to express love and intimacy assists with developing and maintaining meaningful relationships. Understanding the characteristics of respectful relationships and developing personal skills can assist students to make informed choices about family options and relationships and protect students from exploitative or manipulative relationships.

Sub-elements of relationships

• Families – most people are raised in families and create and live in families as adults. There are a diverse range of families across society.
• Friendship, love and intimate relationships – friendships and intimate relationships offer people love and support as they develop and change throughout life.
• Acceptance and respect – accepting and respecting each other's differences and diversity can assist in building positive relationships and foster social and emotional wellbeing.
• Long-term commitment, marriage and parenting – many people make long term commitments to share their lives with each other. Many people adopt parenting and caring roles and have responsibility for the needs and development of children and adults.

The development of these skills and capabilities will empower children and young people to take positive action to protect themselves and promote positive and respectful relationships.

Why is it important?

Knowing what to do and who to go to in response to a feeling, thought, action or question is essential for children and young people to cope and thrive as they grow and change. The development of life skills and capabilities will empower students to take positive action to protect themselves and promote positive and respectful relationships.

Developing and applying personal values, attitudes and skills supports students to communicate effectively with family, peers, and partners. Students who live according to their own values can take responsibility for their own behaviour, think critically and practice effective decision-making about their relationships, sexuality and reproductive and sexual lives. Clarifying myths and accessing factual information and reliable sources of information supports further learning.

Sub-elements of personal skills, attitudes and values

• Values, attitudes and sources of information – values guide our behaviour and give purpose and direction to our lives. Students will have a range of sources of information, attitudes and values that impact how they think about sexuality and the way they make decisions about their health.
• Norms and peer influence on sexual behaviour –perceived norms and influences will impact on the values, attitudes and behaviour of children and young people in relation to sexuality and sexual health.
• Decision making – making responsible decisions is important as they affect self and others.
• Communication, refusal and negotiation skills – communication includes sharing information, feelings, and attitudes with other people. Refusal and negotiation skills allow people to say no, solve problems or resolve conflict.
• Assertiveness – assertiveness is communicating feelings and needs while respecting the rights of others.
• Finding help and support – people can seek help and support from family, friends, or professionals.

Why is it important?

Children and young people are naturally curious. Many students wonder about 'where they came from' before they reach school. Many students will also make the link between reproduction and sexual pleasure in the primary school years.

Sex can be a source of pleasure for many people. Communicating openly about sexuality and respecting young people’s autonomy enables them to feel positive about their choices. This strives to achieve positive and ideal sexual experiences rather than solely working to prevent negative experiences. Applying this concept allows young people to discriminate between positive sexual attitudes and behaviours and those that are harmful to self and/or others. It encourages students to enjoy sexual feelings without acting on them and engage in sexual relationships when ready that are consensual, non-exploitative, honest, pleasurable, and protected.

Sex positivity celebrates sexuality as an enhancing part of life that brings happiness, energy and celebration and recognises young people’s rights to express their thoughts, opinions, needs and desires related to sexuality.

Sub-elements of sexual behaviour

• Sexuality throughout life –sexuality is a natural and healthy part of life.
• Expressing sexuality. – people express their sexuality in various ways.
• Sexual behaviour and sexual response – people respond differently to feelings and attraction and can express their sexuality with and without a partner in diverse ways.
• Sexual abstinence – abstinence from sexual intercourse is the most effective method of preventing pregnancies and sexually transmitted infections, including HIV.

Why is it important?

It is appropriate that we teach students about how babies are conceived, as well as the role of sexual intercourse and assisted reproductive technologies in reproduction by providing accurate information.

Understanding the sub-concepts of sexual and reproductive health encourages students to practice health-promoting behaviours, such as regular check-ups, and use contraception effectively to avoid unintended pregnancy and sexually transmitted infections. Accessing testing and treatment is a key part of reproductive and sexual health care.

Sub-elements of sexual and reproductive health

• Reproductive health – people must care for their reproductive health as part of lifelong health care.
• Contraception and pregnancy prevention – contraception enables people to have sexual intercourse and avoid unintended pregnancy and sexually transmitted infections.
• Pregnancy and choices –women who are pregnant or people considering becoming pregnant should take care of their health. When a woman becomes pregnant and chooses not to have a child, she has the option of having an abortion.
• Understanding, recognising and reducing the risk of sexually transmitted infections –sexually transmitted infections (STIs) can be avoided by individual preventative behaviours. STIs can be identified through testing and treated.

Our sense of identity is one of the basic contributors to our health and wellbeing. It impacts on our thoughts and behaviours, relationships, feelings of connectedness and resilience. Gender and sexual identity are both important aspects of a person’s identity and sense of self. Social and cultural environments shape the way individuals learn about and express their sexuality.

Why is it important?

Feeling comfortable about difference helps us feel better about ourselves. This learning lays the foundations for how to interact, how to feel good about ourselves and how to respect others.

By applying these sub-concepts students can assess and make judgments about the impact of family, culture and media on one’s thoughts, feelings, values, and behaviours related to sex, sexuality and sexual health. Where students can examine the world around them for biases based on gender, sexual orientation, culture, ethnicity, and race, they can question and reject stereotypes, avoid discriminatory attitudes and behaviours and advocate for the rights of others.

Sub-elements of identity, culture and human rights

• Sexuality, culture and human rights – society influences what people believe and how they feel about sexuality.
• Sexuality and the media – the media has a profound effect on sexual information, values, and behaviour.
• Social construction of identity and roles – society portrays and shapes our views on masculinity or femininity and male and female roles and stereotypes.
• Privacy and body autonomy –some parts of the body are private. t is not OK for others to touch the private parts of people's body without permission or unless they are ill, injured or need help to look after themselves.
• Abuse, violence and harassment –no one has the right to coerce, abuse, or assault another person.
• Sexuality and the law – laws govern our sexual and reproductive rights.
• Diversity – our society has a diversity of sexual attitudes and behaviours and these should be respected.