Research-informed teaching practice and school policy supports innovation and helps teachers and school leaders to address key educational issues. The outcomes of effective evidence-based practice are:

• improved student learning
• improved professional practice
• whole school improvement
• accountability to parents, community and government.

Rationale of sexuality education in primary schools

Teaching about sexuality encourages students to develop a consistent set of personal values based upon respecting themselves and others. Students who understand and value themselves and others are better equipped to develop meaningful and respectful relationships. This learning should be supported by discussions and modelling in the family unit where possible.

Students are able to take a positive approach to managing their lives and develop the necessary skills to prepare them for current and future life challenges. Sexuality education supports students by learning the correct names for parts of the body, understanding principles of human reproduction, exploring family and interpersonal relationships, learning about safety, and developing confidence. These can then be built upon gradually in an age and developmentally appropriate way.

Sexuality education encompasses a range of relationships, not only sexual relationships. Children are aware of and recognise these relationships long before they act on their sexuality. This reinforces the need for them to develop the knowledge and skills to understand their bodies, relationships and feelings from an early age.

Sexuality education provides opportunities for students to develop media literacy skills which are essential to help children and young people understand, interpret, and evaluate media messages and imagery related to sexuality, relationships and gender.

Aims of sexuality in PDHPE K–6

• prepare students for changes which they will experience during puberty and help them to accept change as a normal part of growing up
• dispel myths and misconceptions
• provide an opportunity for students to learn about their changing bodies in a positive environment free from discrimination or prejudice, including homophobia
• provide students with consistent knowledge and information, which can help combat peer pressure
• provide a forum to discuss concerns with trusted adults
• generate opportunities for children to talk to their parents openly and honestly about issues relating to sexuality which provide a platform for communicating during adolescence
• provide opportunities for students to develop decision-making skills and to approach issues with confidence in their abilities to solve problems.

Learn more about how to deliver sexuality education in the primary school setting [video] (2:25).

Source: University of Melbourne, Centre for Excellence in Rural Sexual Health.

Rationale of sexuality education in secondary schools

The emergence of school health education programs as one of the most widely used sources of information on relationships, sexuality and sexual health issues for secondary students is recognition of the excellent work of teachers in this area. In light of this finding, it is important that schools provide PDHPE programs that are comprehensive, up-to-date, inclusive, developmentally appropriate, and designed in ways which realistically reflect the behaviours and meet the needs of all young people in each school community.

It is clear that schools vary in their capacity to make judgments about what students need to know and in delivering on those perceptions. Listening to the voices of students and trusting in their sense of what is important is likely to be a useful strategy for improving our programs in the future.

Despite ongoing concerns for the sexual wellbeing of young people, the vast majority of young people are confident in their decision-making around their sexuality and sexual health. Those who are sexually active are, by and large, engaging in sexual behaviours that they enjoy and feel positive about. The majority of those who are not having intercourse are feeling comfortable and confident that this is what they want. This is clearly a strength of young people and one which should be recognised in a strengths-based approach to sexuality education.

Further information