Where does sexuality education fit within the VELS

1
Where does sexuality education fit within the
VELS?

• Nerida MatthewsCurriculum Manager, Health and
  Physical Education Victorian Curriculum and
  Assessment Authority matthews.nerida.a_at_edumail.vi
  c.gov.au

2

• The relevant domains
• Health and Physical Education (HPE) domain
  Health knowledge and promotion dimension
• Also
• Interpersonal Development domain Building social
  relationships dimension
• Science domain Science knowledge and
  understanding dimension

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Health and Physical Education

• This domain suggests a range of learning
  experiences relevant to sexuality education
• The Health knowledge and promotion dimension
  contains numerous references to key content
  related to sexuality education
• Specific reference to content relevant to
  sexuality starts at Level 4

4
HPE Learning Focus Level 3

• examine their physical development in detail
• develop an understanding of human development
  across the lifespan as a continuous process
  involving changes and predictable stages such as
  conception, prenatal, infancy, childhood,
  adolescence, adulthood and aging
• begin to explore how their emotions are
  affected by the way they view themselves,
  identifying factors that affect, positively or
  negatively, their sense of identity and
  self-worth
• examine roles and expectations of people which
  arise from gender, culture and age

5
HPE Learning Focus Level 4

• discuss significant transitions between life
  stages, particularly the changes associated with
  puberty
• discuss how their role and responsibilities
  within the family setting and among friends may
  change
• discuss reproductive systems, sexual
  development and sexual maturation
• consider the various ways that people view each
  other on the basis of characteristics such as
  gender, race religion and discuss the validity,
  advantages and disadvantages of such
  classifications

6
HPE Learning Focus Level 5

• continue their study of the changes associated
  with adolescence by identifying what changes have
  already occurred and what changes (physical,
  social and emotional) they can expect to
  experience
• describe the influence of the family on shaping
  personal identity and values
• explain how community attitudes and laws
  influence the sense of right and wrong

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HPE Learning Focus Level 5 cont

• describe the health interests and needs of
  young people as a group, including those related
  to sexual health (for example, safe sex,
  contraception, abstinence and prevention and cure
  of sexually transmitted infections) and drug
  issues (for example, tobacco, alcohol, cannabis
  use)
• ... learn how to access reliable information
  about health issues affecting them and to
  identify barriers and enablers to accessing
  health services

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HPE Learning Focus Level 6

• describe social and cultural factors,
  influencing the development of personal identity,
  including the development of identity as it
  relates to gender
• discuss relationships and how the different
  aspects of relationships vary between people and
  over time
• consider how the different roles and
  responsibilities in sexual relationships can
  affect their health and wellbeing
• explore a range of issues related to sexuality
  and sexual health such as safe sex practices,
  sexual negotiation, same sex attraction and the
  impact of alcohol on sexual and personal safety

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HPE Learning Focus Level 6 cont

• explore assumptions, community attitudes and
  stereotypes about young people and sexuality
• learn strategies for supporting themselves and
  other young people experiencing difficulties in
  relationships or with their sexuality, and learn
  about the community services available to assist
• investigate and evaluate the policies and
  practices in their school in relation to sexual
  and racial harassment, homophobia and/or
  discrimination, and consider their rights and
  responsibilities
• identify the services provided through Medicare

10
Interpersonal Development

• The Building social relationships dimension
  supports students to
• initiate, maintain and manage positive social
  relationships with a diverse range of people in a
  range of contexts
• learn about and practise the social conventions
  which underpin relationships and learn how to act
  in socially responsible ways
• develop skills and strategies for understanding,
  managing and resolving conflict

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Science Learning Focus

• Level 3
• ... identify and describe the structural features
  of living things, including animals and plants.
• Level 4
• contemplate how systems operate for example,
  the human body as a large system consisting of
  smaller separate systems (circulatory,
  respiratory, digestive, skeletal and nervous)

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Sexuality Education approaches

• Sexuality education should
• be part of the curriculum and taught in context
  of VELS
• take a whole school approach linking curriculum,
  teaching and learning with school policies (e.g.
  those related to homophobia, bullying, student
  wellbeing, as well as creating strong community
  links
• provide opportunities for students to ask
  questions
• focus on social and emotional aspects and
  physical development
• be assessed and reported on

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In Summary

• the VELS provides a strong organisational
  framework for sexuality education curriculum
• the HPE domain will provide schools with guidance
  as to appropriate content for sexuality education
  curriculum
• sexuality education should not be divorced from
  the social contexts in which they occur,
  therefore the study of social relationships is a
  crucial part of sexuality education