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.

The principles comprise a framework to guide the development of effective sexuality and sexual health education in NSW Public school settings.

Schools need to make decisions at the local level based on the needs of their students and broader community and within the context of department policies and procedures.

Schools have been identified as key environments in which to undertake sexual health promotion, reaching children and young people before they become sexually active. Yet teachers often feel unsupported in this work, and may lack both the skills and the confidence to deliver sexuality and sexual health education effectively.

Sexuality and sexual health education is taught in NSW public schools in an age-appropriate way as part of the NSW Education Standards Authority (NESA) Personal Development, Health and Physical Education (PDHPE) K-10 Syllabus.

Teachers are guided by the age-appropriate content within the syllabus to meet the learning and support needs of students in their class.

PDHPE is mandatory from Kindergarten to Year 10. In Years 11 and 12, students in public schools participate in Life Ready. Life Ready builds on student learning from PDHPE in the junior years of schooling.

Quality sexuality and sexual health education focuses on safety, respect for self and others, relationships and friendships, personal rights and responsibilities, effective communication, diversity and inclusion, abstinence, safer sexual practices, informed decision-making, access to services and help-seeking behaviours and skills.

Studies show that effective sexuality and sexual health education programs can:

• reduce misinformation
• increase correct knowledge
• clarify and strengthen positive values and attitudes
• increase skills to make informed decisions and act upon them
• improve perceptions about peer groups and social norms
• increase communication with parents, carers or trusted adults.

Research also shows that programs sharing the above characteristics can help to:

• abstain from or delay the debut of sexual relations
• reduce the frequency of unprotected sexual activity
• reduce the number of sexual partners
• increase the use of protection against unintended pregnancy and sexually transmitted infections (STIs) during sexual intercourse.

School programs have remained among the most trusted sources of information for young people across the past decade, whereas the Internet remains low on the list of trusted sources.

The principles for sexuality and sexual health education provide a framework of evidence-based practices and values to support effective sexuality and sexual health education practice within schools. The principles should be used by school staff to inform the planning, implementation and review of school-based sexuality and sexual health education programs, policies and practices.

The principles are:

• intended to convey the essence of what is currently understood as effective school practice, without prescribing a specific set of actions or procedures within a school
• informed by, and support, evidence-based practice. They have been developed using current research and evaluation of effective curriculum practice.
• designed to be broad and generic. They embrace fundamental and general guidelines for effective school sexuality and sexual health education and need to be understood and applied within the local context of the school community and its specific needs and priorities.
• designed to overlap and inform each other and are best understood and applied in a holistic and integrated manner
• embedded within a broader health promotion approach. They are consistent with broader principles for the promotion of physical, mental and social health and wellbeing within school communities.

To best meet the needs of students, each of these principles should be considered when designing, delivering and evaluating sexuality and sexual health education in schools. Evaluation of school programs and practices should be evaluated on an annual basis to ensure each of these principles is being met.

Statement of evidence

The most effective sexuality and sexual health education uses a whole-school learning approach. When school leaders and teachers adopt such an approach, they view student learning in the context of the whole experience of being at school, that is, in the classroom, in the school environment, in the way a school responds to critical incidents and in the kinds of partnerships a school forms with the local community.

Effective delivery of sexuality and sexual health education should be supported by a whole-school approach to health, safety and wellbeing. Every member of the school community plays an important role in the promotion of health, safety and wellbeing in the school and wider community. Health, safety and wellbeing should be promoted through the whole-school environment, including curriculum programs, policy, partnerships and school ethos.

Leadership and responsibility for health, safety and wellbeing should be encouraged and guided by all levels within the school community – executive, teachers, other staff, students and parents and carers. This will facilitate the delivery of effective sexuality and sexual health programs that provides a protective and enabling environment for students. This environment should promote choice, respect and responsibility in a non-judgmental manner.

Monitoring and support are vital. Successful implementation of sexuality and sexual health education rely on the full support of the school community with adequate time, resourcing and support given to planning, delivery and evaluation of programs.

Statement of evidence

A positive climate within and beyond the classroom fosters learning, resilience and wellbeing in students and staff. An inclusive school provides a setting where students, staff, families and the broader community can engage in meaningful learning, decision making and positive relationships where everyone feels connected to the school community.

Statement of evidence

For sexuality and sexual health education to be successfully delivered, the support of staff, community, parents and students is essential.

A sense of community and inclusion promotes feelings of belonging and connectedness in all young people, families and staff. This has shown to have a positive effect on the health and wellbeing of children and young people. This emphasises the importance of an inclusive, whole-school approach with an emphasis on positive relationships for the benefit of the school community.

There are many misconceptions about what students learn about and how students learn in sexuality education. Communication with parents and carers assists the community to better understand the content and aims of the programs.

Research suggests that, where parents or caregivers have an understanding of the rationale, structure and content of school programs, students’ learning is improved. Schools should implement a consultative process to ensure parents and carers have the opportunity to participate in purposeful discussions on program aims, curriculum content and teaching and learning materials where appropriate to ascertain whether parts of the program need to be modified.

Where appropriate, schools can support parents and carers by providing them with current information about a wide range of sexuality and sexual health issues. Schools working in partnerships with parents and carers can also dispel some of the anxiety parents may experience from an expectation that sexuality and sexual health education is their sole responsibility.

Working in partnership with health and community services increases students’ awareness of the range of services available and where to find them. This can assist in building students’ trust and confidence to access services and provide links between young people, the school and appropriate services.

Community services can also be used to enhance staff knowledge and understanding of relevant contexts and consequently assist in building the capacity of teachers to deliver effective education programs.

Statement of evidence

Sexuality and sexual health education needs to be based on what works. Evidence-based practice within a school involves staff using current theory and research to determine programs that are appropriate to their students’ needs.

Evidence-based practice requires staff to stay informed about effective curriculum practice. Staff should apply professional judgement to implement and monitor programs and evaluate outcomes to determine their impact.

Regular evaluation of the school’s sexuality and sexual health education programs and outcomes is critical in providing evidence of the value of activities and informing future practice.

Statement of evidence

Trained teachers should adopt the central role for sexuality and sexual health education in the school environment. A strong understanding of student learning and support needs is crucial to the delivery of inclusive sexuality and sexual health education. Other staff who could be involved in delivery of and support for sexuality and sexual health education in schools include student welfare or wellbeing teachers, the school counsellor, year advisers or other interested staff with expertise and commitment to student health and wellbeing.

Staff involved in the planning and delivery of sexuality and sexual health education should have a strong understanding of the current and evolving issues and challenges young people in their school may experience, and the kinds of behaviours young people are engaging in. Relevant and desirable characteristics of staff involved include a strong interest and understanding of the content and personal comfort in discussing sexuality and sexual health.

Teachers and executive need to play a central role for programs and approaches to be sustainable and embedded within the school. Effective sexuality and sexual health education is delivered as part of an ongoing, sustainable program of learning. Learning experiences should extend on knowledge, understanding, skills and attitudes built through PDHPE curriculum and other wellbeing programs in the earlier years of schooling. Learning should address the issues and experiences that children and young people may encounter in their school and early adult years in a manner that builds connections and engages students in an active and meaningful way.

Research suggests that one-off events are ineffective on their own. Teaching and learning activities before and after an event are needed to contextualise and supplement student learning. Principals and teachers must bear in mind the following when considering the use of events as part of the sexuality and sexual health education program:

• What is the learning focus and purpose of the event? How will it supplement teaching and learning as part of the school’s sexuality and sexual health education program?
• What are the main messages of the event? Do they reflect the sexuality and sexual health education principles?
• How will teaching and learning activities be provided before and after the event and linked to the sexuality and sexual health education content?
• Are counselling support and debriefing required before, during and after the event and how will you plan for this?

Statement of evidence

Teachers are best placed to deliver programs that promote health, safety and wellbeing. Teachers know the curriculum, their students, their learning and support needs and their communities. Teachers should be trained to deliver sexuality and sexual health education using interactive and participatory methods.

In some instances, principals may choose to draw on community resources, an external provider or a guest presenter with specific expertise to supplement the school’s sexuality and sexual health education program.

Principals need to consider the expertise and approaches of external providers or individuals carefully and make decisions about the use of these groups in an informed way. The principal and organising teacher should assess the material and delivery of the external provider before the provider is engaged.

External providers must be familiar with stage-appropriate sexuality and sexual health education content, the school’s local context and school policies and practices. Services provided by external providers must be relevant to students’ needs and be integrated into the school’s sexuality and sexual health education program.

The department’s guidelines for engaging external providers for curriculum implementation help principals determine the appropriateness of external providers for their school context.

Statement of evidence

Effective programs should involve progressive learning that is reinforced over the years of schooling and beyond.

International research reveals that sexuality and sexual health education, in a developmentally appropriate form, should begin at an early age. In the primary school years, sexuality education lays the foundations by learning the correct names for parts of the body, changes related to puberty, understanding principles of human reproduction, exploring family and interpersonal relationships, learning about safety, and developing confidence. These can then be built upon gradually, in line with the age and development of a child.

Teachers are guided by the age appropriate content within the NSW syllabus documents to meet the learning and support needs of students in their class.

Effective sexuality and sexual health education in schools should provide young people with age-appropriate, culturally relevant and scientifically accurate information. This learning includes structured opportunities for children and young people to explore their attitudes and values, and to practise their decision-making, assertiveness and other life skills needed to make informed choices about their relationships and sexual lives

Statement of evidence

Young people are not a homogenous group. Socio-economic status, gender, personal identity, age, ability, religion, culture and language all impact on young people's motivations and practices.

There is a clear recognition amongst researchers and educators that if school-based programs are to be effective in promoting positive sexuality and sexual health, they must examine the social and cultural context in which young people make decisions related to their relationships, sexuality and sexual health.

Sexuality and sexual health education needs to be relevant to all students. In providing programs, schools should be sensitive to the developmental stage, background and experience of students.

In all populations of young people, it should be acknowledged that there is a continuum of activity and experiences, which ranges from abstinence to various levels of engagement in sexual activity. The entire continuum of activity needs to be addressed in school based programs. Comprehensive sexuality and sexual health education promotes postponement of first sex (with one sexual partner and safer sex considered as the next best alternative). School programs that have been most effective in helping young people to abstain discuss both abstinence and contraception.

School education is about preparing young people for healthy, fulfilling adult lives. Providing comprehensive sexuality and sexual health education ensures this.

Statement of evidence

Research has consistently found that programs which attempt to use shock tactics or activities to frighten young people by focusing on disastrous consequences of risky behaviours are ineffective.

The assumption that attempting to arouse fear or anxiety through exposure to shocking images, messages or trauma will result in a predetermined positive behaviour change is flawed.

Warnings may not match young people’s personal experiences or perceptions. It often results in them detaching and feeling that they are not part of an ‘at risk’ group. It is recommended that schools do not engage external providers that use shock or fear tactics.

Learning experiences that are planned to encourage students to reflect critically on issues, share thoughts and feelings, plan for action and contribute in a positive manner are found to be most effective.

Statement of evidence

It is widely acknowledged that high quality sexuality and sexual health education delivered by well trained and supported teachers remain the best means of educating young people about sexuality and sexual and reproductive health.

Young people nominate school programs as one of their most widely used sources for information on sexuality and sexual health. In a time where information about sexuality, sexual health and sexual behaviour is readily available to young people, but not necessarily reliable, school programs are the best infrastructure for providing students with accurate information and helping them to make decisions.

More positive outcomes result from comprehensive sexuality and sexual health programs addressing values, attitudes and feelings, linking to other related health concerns, and presenting young people with a ‘menu’ of safe sex options.

Whether or not young people choose to be sexually active, sexuality and sexual health education prioritises the acquisition and/or reinforcement of values such as reciprocity, equality, responsibility and respect, which are prerequisites for healthy and safer sexual and social relationships.

Information provided needs to be scientifically accurate and balanced, and conveyed in a way that is understandable, unambiguous, culturally relevant, gender-sensitive and age-appropriate.

Statement of evidence

A strengths-based approach recognises that most young people in Australia come from a position of feeling positive about their health and wellbeing. The strengths-based approach focuses on the capacities, competencies, values and hopes of all students, regardless of their current circumstances. Students are encouraged to use their own strengths in a wide range of situations to optimise their own and others’ health, safety and wellbeing.

Interactive learning approaches are the most effective for developing knowledge, attitudes and skills that promote health, safety and wellbeing. These approaches involve working with students to strengthen their perceptions of themselves and others.

These approaches promote cooperation, communication skills, encourage innovation and creativity and facilitate learning about sensitive issues. They should be designed to address health issues that account for the wider social context within which young people operate. Students should be given a wide range of opportunities to observe and practise new skills.

Interactive learning approaches support reflection and critical thinking to promote the development of skills, attitudes and values. The development of the skills that underpin learning in sexuality and sexual health will empower young people to take positive action to protect themselves and promote positive and respectful relationships.

Interactive learning methods include discussions, guided practice, role play, group work, simulations, use of narrative, debates and practising specific skills in particular contexts and scenarios

Statement of evidence

It is important that the aims and content of the school’s sexuality and sexual health education program is based on the needs, interests and diversity of students. Programs and methods of student participation should be designed to maximize the opportunity for any student to participate at the highest level of their ability.

Students should be actively involved in the planning, delivery and evaluation of sexuality and sexual health education programs to promote a sense of ownership and to ensure that the issues and contexts to be covered are most relevant to them.

Processes for active participation and meaningful consultation should be transparent and recognise the value of student leadership and involvement in research activities. Genuine participation occurs when students understand the intention of the program and have a meaningful role in program planning, delivery and evaluation.

Some students may require adjustments to access program content or outcomes. Guidance on making adjustments can be accessed through the NESA website.

Sexuality and sexual health education forms part of the mandatory Personal Development, Health and Physical Education (PDHPE) key learning area. More information on PDHPE can be found within the syllabuses.

The UNESCO International Technical Guidance is reflected in the Principles of sexuality and sexual health education in NSW Government schools and content of this 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.