Learning and Teaching
This page provides information for teachers relating to the curriculum, assessment and the whole-school learning approach to sexuality education.
Learning and Teaching Resources - This section provides a range of online resources for teachers.
Teachers Engaging Parents - This section provides information and materials on forming partnerships with parents in acknowledgment of a shared responsibility in sexuality education.
Respecting Diversity - This section provides a range of resources to assist teachers with the inclusion of sexual diversity in the school’s sexuality education program.
Youth-Oriented Websites - This section provides a range of websites designed for young people.
As a teacher, you play the central role in the school-based sexuality education program. This centrality ensures good teacher assessment and reporting of student achievement against the Victorian Essential Learning Standards.
Curriculum policy
Sexuality education is compulsory within the Health and Physical Education domain of the Victorian Essential Learning Standards (VELS).
See: Victorian Essential Learning Standards (http://vels.vcaa.vic.edu.au/essential/personal/health)
Schools are expected to report on sexuality education achievement as with Mathematics, English, Science and so on, reflecting student learning against the VELS framework. While schools develop their own individual learning and teaching programs, all curriculum planned and taught across Victorian schools is assessed against these standards.
Specific reference to content relevant to sexuality starts at level four. Sexuality education at an earlier level relates to knowledge areas such as protective behaviours, understanding your body and family systems.
Essential learning standards related to sexuality education are also present in other domains. The presentation ‘Where does sexuality education fit within the VELS?’ (Victorian Curriculum Assessment Authority) links sexuality education to a number of strands and domains.
See: VCAA – ‘Where does sexuality education fit within the VELS?' (http://vels.vcaa.vic.edu.au/support/domainsupport/hpe/sexuality.html)
Assessment
Assessment in sexuality education includes both formative (occurring throughout the learning) and summative assessment (making judgments in relation to the VELS).
Formative assessment includes observation of student participation in homework sheet activities, participation in class activities such as anonymous Q&A exercises, engagement in creative writing, student research and diary projects, participation in drama workshopping and supervision of student self-assessment.
The provision of feedback to students is an important component of formative assessment.
A whole-school learning approach
It is important to ensure a cross-curriculum approach and integration with health-related activities, such as school nursing and student wellbeing initiatives, thus promoting a whole-school learning approach. The school’s health and wellbeing staff can support you in this endeavour.
A whole-school learning approach also involves forming ongoing working partnerships with the local community and parents. Further information on the whole-school learning approach is provided at:
Teacher comfort
Feeling comfortable in teaching sexuality education is an important factor in a successful program. Forming partnerships with the local community and working with expert providers can help with this.
Many teachers report that ongoing peer support, developed through cluster meetings or through attending professional learning, can greatly assist with their level of comfort. Ongoing peer support can also be a good opportunity for resource and information sharing.