Teaching Sexual Health Education: A Primer for New Teachers, A Refresher for Experienced Teachers pot

TeachingSe xualHealthEducation
APrimerf orNewTeac hers,
ARef resherforExperiencedTeachers
Preparedforwww.sexualityandu.caby
DouglasS. McCall
ExecutiveD irector
CanadianAssociat ionforSchoolHealth
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Contents
A. PreparingtoTeachSexualHealthEducation:SomeBackgro undandResearch
1. Introduction
2. Reviewoftheresearch
3. Reliablesourcesofsexualhealthinformation
4. CanadianGuidelinesonSexualHealthEducation
5. Evidencebasedoutcomesinsexualhealthinformation
6. Somedo’sanddon’tsforsexualhealthteaching
7. Achecklistforyour school
8. Thewww.sexualityandu.cawebsite:Agreat sourceofinformat ionforteachers
9. Othersourcesoflessonplansandstudentprojects/webquests
10. Areyouready?Aselfassessmenttoolforteachers
11. Areyouready?Trytheseknowledgetests
B. BetterPracticesinTeachingSexualHealth
1. Teachingstrategies&tips
2. Respondingtostudentquestions
3. Studentassessmentinsexualhealtheducation
4. Parentandcommunityinvolvement
5. Teachingsexualhealthinconservativecommunities(religious,rural,culturaletc)
6. Teachingstudentswithdisabilities
C. TeachingTools(For YourUse)
1. Studentpersonal healthjournal

2. Studentevaluationtracker
3. Studentquestionsbox
4. StudentparticipationselfAssessmenttool
5. Studentprojectevaluationrubrics
6. Samplelettertoparentsexplainingprogram
D. LessonP lanstoCovertheBasicTopicsinSexualHealthEducation
1. Introductiontoourteacherresources
2. Webresources,lessonplansandwebquestsbytopic
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A. PreparingtoTeachSexualHealthEducation:SomeBackgroundandResearch
Thissectionprovidesbackgroundinformationandrelevantresearchonsexualhealtheducation
thatteachersshouldbeawareof intheirteaching.
1. Introduction
Thisbooklethasbeenpreparedtoassistteachersthat haverecentlybeenassignedto teaching
sexualhealthinformation.Hopefully,someofthisinfo rmationwillalsobeusefultoteachers
whohavetaughtsexualhealtheducationforanumberofyears.
Wehaveprovidedbackgroundinformationandresearchinasummaryformat.Thissection
includesseveralsuggestedteachingstrategiesandtipsaswellasselfassessmenttools.
Wedescribesomeevidencebasedbetterpracticesinsexualhealtheducat ionandoffersome
pract icaladviceforimplementingeachofthosebetterpractices.
ThethirdsectionofthisbookletoffersseveralteachertoolssuchasStudentPersonalHealth
Journals,Student QuestionBox,studentprojectevaluationrubricsandasamplelett ertoparents.
Thefinalsectionpresentsthemanywebresources(quizzes,simulations,factsheets),lesson
plansandstudentwebquest sthatareavailableon www.sexualityandu.ca.Theseresourcesare
listedaccordingtosexual healtheducat iontopics mostcommonlycoveredinhealtheducation
curriculainCanada.
Thosetopicst endtoemphasizethebasicthingsthatneedtobecoveredinsexualhealth
education.Wehavenotdonejusticetoanyofthosetopics,sowesuggestthatteacherslook
elsewhereforotherideasaswellasusetheselessons.
Wehavenotcoveredsometopics(suchasHIV/AIDS,abortion/adoption,sexualorientation,

genderequit y)becausethosetopicsarewellcoveredinotherwebsites.Ourfocushasbeenon
sexualhealthtopicsthat affectallkidssuchaspuberty,relationships,co ntraception(inc luding
abstinence),sexuallytransmittedinfections,socialinfluencesandotherbasicissues.
Teacherswillneedto lookfor avarietyoflesso nplansandresourcesto meettheneedsoftheir
students.Wehopethatthiscollectionandt hisadvicecanhelpyougetofftoagoodstartinyour
teaching.
Sexualhealthisoneofthemostimportantpartsofthecurriculumin juniorhighschool,sothese
resour cesareallrelevantforthosegrades.Asyoungpeoplematureandfacedecisionsthatmay
affecttheirhealthandwellbeingforever,theyneedtoknow,they needtounderstandandthey
needobjective,reliableinformationfromtheirteachersandothers.
Goodluckinteachingasubjectthatisalwaysinteresting.
Ifyouhaveanysuggestions/commentsonthisresource,orwouldliketosuggestorcontributea
lessonplanorotherresource,pleasecontactusat
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2. Reviewoftheresearch
MostCanadiansagreethatteachingsexualhealtheducationisimportantfo rthehealthandwell
beingof ouryouth. Nevertheless,sexualityandtherelatededucationalneedsofyouthareissues
thatneedtobeaddressedwithsound,factualinformation. So,itisimportantforteachersand
programplannerstobeabletoclearlyarticulatetoschooladministrators,policymakers,andthe
communityatlargetheimportanceofschoolbasedsexualhealtheducation.
Asasexualhealtheducatoryoumaybeaskedwhyschoolsneedto providesexualhealth
education.Theinformationinthissectionprovidesastrongbasistohelpyouanswerthis
question.Youmayalsowanttosee:
PublicHealthAgencyofCanada'sCanadianGuidelinesforSexualHealthEducation.
SIECCAN'sCommonQuestionsAboutSexualHealthEducation,ausefulresourcefor
makingthecasefo rschoolbasedsexualhealtheducation.
CharacteristicsofEffectiveSexualHealthEducation
10CommonCharacteristicsofEffectiveCurricula
1. Effectiveprogramsfocusonreducingoneormoresexualbehavioursthatleadto
unintendedpregnancyorSTD/HIVinfection.

2. Effectiveprogramsarebasedont heoreticalapproachesthathave been
demonstrated tobeeffect iveininfluencingotherhealthre latedriskybehaviours.
3. Effectiveprogramsgiveaclearmessageaboutsexualactivityandcondomor
contraceptiveuseandcontinuallyre inforcethatmessage.
4. Effectiveprogramsprovidebasic,accurateinformationabouttheriskso fteen
sexualactivityandaboutmetho ds ofavoidingint ercourseorusingprotection
againstpregnancyandSTDs.
5. Effectiveprogramsincludeactivitiesthataddresssocialpressuresthatinfluence
sexualbehaviour.
6. Effectiveprogramsprovidemodellingofandpracticewithcommunication,
negotiation,andrefusalskills.
7. Effectiveprogramsemployavarietyofteachingmethodsdes ignedtoinvolvethe
participantsandhavethempersonalizetheinformation.
8. Effectiveprogramsincorporatebehaviouralgoals,teachingmethods,and
materialsthatareappropriatetotheage,sexualexperience,andcultureofthe
students.
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9. Effectiveprogramslastasufficientlengthoftimetocompleteimportantactivities
adequately.
10. Effectiveprogramsselectteachersorpeerleaderswhobelieveintheprogram
theyareimplementingandprovidet hemwithtraining.
ElementsofEffectiveSexualityEducationPrograms
Thefollowingst ructuralelementsneedtobeincludedinaneffectivesexual health educat ion
program
§ mandatory,comprehensivecurriculumw ithappropriatelearningknowledge,sk ills,
beliefs/at titudes,socialsupport,preventivehealthservicesandbehaviouraloutcomes
organizedinanwelldesignedscopeandsequencefromtheearlyprimaryyearsto
seniorschoolgraduation
§ sexualityeducat ionprogramispartofacomprehensive healtheducat ionprogram,
whichinturn,ispartofapersonalandsocialdevelopment program

§ highqualit yteaching/learningmaterials,includ ingprint,mediaandtechnologybased
alternatives
§ activelearningandteachingmethods
§ effectivepreserviceeducationforteachers
§ goodinserviceeducationforteachers
§ parentinvolvementininstructionthro ughgoodcommunicationswiththehomeand
throughtakehomelearningactivities
§ activestudentinvolvementinadaptingtheprogramtolocalneedsandpeer
leadershipandeducationintheclassroomandtheschool
§ theinstructionalprogramissituatedwithinacomprehensiveschoolcommunity
approachtopromotingsexualhealththatincludesaccessibleandconvenient
adole scentpreventivehealthservices,socia lsupportfro mparentsandothersinthe
community,asafehealthyphysicalenvironmentintheschool,convenient accessto
condomsbyyouth,etc(Seeour SchoolChecklistbelow)
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3. Reliablesourcesofsexualhealthinformation
Weareobviouslyproudofour website,www.sexualityandu.cawhichismaintainedbyteamsof
expertstokeepthecontentrelevantanduptodateforteachers,teens,parents,adultsandhealth
careproviders.
ThefollowingsourcesofsexualhealthinformationwithinCanadaarealsorecommended:
§ CanadianFederationforSexualHealth
§ SexInformationandEducat ionCouncilofCanada
§ SexualandReproductiveHealthPromotion(PublicHealthAgencyofCanada)
§ CanadianAssociat ionofSexualAssaultCentres
§ TheSocietyofObstetriciansandGynaecologistsofCanada
§ InfertilityAwarenessAssociationofCanada
§ CanadianWomen'sHealthNetwork
§ TheVanierInstituteoftheFamily
For moreinformation,seeourpageof ResourcesforTeachers
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4. CanadianGuidelinesfor SexualHealthEducation
ThePublicHealthAgencyofCanadahaspublished guidelinesonsexualhealtheducationfor
Canadiansofallages.Thisguidewaspreparedwithadvicefromexperts,citizensandteachers.
Thissectionpresentsafewexcerpts.Foracompletecopygoto:
caspc.gc.ca/publicat/cgsheldnemss/cgshe_2e.htm
CanadianGuidelinesonSexualHealthEducation
Sexualhealthisamajor,positivepartofperso nalhealthandhealt hyliving. Sexualhealth
educationshouldbeavailabletoallCanadiansasanimportantcomponentofhealthpr omotion
programsandservices.ThegoalsofsexualhealtheducationasoutlinedintheGuidelinesareas
follows:
§ tohelppeopleachievepositiveoutcomes(e.g.selfesteem,respect forselfand
others,nonexploitivesexualrelations,rewardingsexualrelationships,thejoyo f
desiredparenthood);and
§ toavoidnegativeoutcomes(e.g.unintendedpregnancy,HIV/STIs, sexualcoercion,
sexualdysfunction).
ThisGuidelinesdo cumentproposesaframeworkthatoutlinesthephilosophicalandguiding
principlesforthedevelopment, delivery andevaluationofsexualhealtheducation.T heguideline
statementssupporteachprincipleandprovidethecontextforeffectivesexualhealtheducation
programsandpoliciesinCa nada. Hereisthatframework.
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5. Evidencebasedoutcomesinsexualhealthinfo rmation
Researchhasdemonstratedthathealthknowledge alonemaynotaffect behaviour.Behaviour
changemodelssuchastheHealthBeliefModelortheInformation,Mo tivationandBehaviour
Modelsuggestthatsexualhealtheducationshouldincludefunctionalorpracticalknowledge
aboutthehealthtopic,skillsdevelopment(bothgeneralskillssuchasdecisionmakingaswellas
specificskillssuchasrefusalskills),instillingneworcorrectednormativebeliefsaboutthe
healthtopicandhelpingstudentstoplanandpracticeselectedbehaviourstotheextentthatthe
cla ssroomandonlinesimulationspermit.
Thelearningoutcomesdescribedbelowaremoreappropriateandeffectiveforsexualhealth
education.Toooftenwefocuson“facts”andknowledgeineducationthatmaynotbeeffective

inhelpingstudentstomakehealthierchoices.Forexample,theearlycurriculainHIV/AIDS
educationincludedfactsonhowthevirusattackstheTcellsinourbodies.Thisisinteresting
stuffandcouldbepartofscienceclassesbutthiscontenthaslessimpactonbeha viourthan
functionalknowledgerelatedtosexualhealth.Forexample,studentsknowingthata personcan
haveasexuallytransmittedinfectionbutstillappeartobehealthy(afactwhichaccordingtoa
recentCanadianstudy,manystudentsdidnotknow)
Researchhasshownthathealth behavioursandahealthierenvironmentarebothenha ncedby
educationthatseekstopromo te:
· Functionalorpracticalknowledgeaboutthehealthissue.Sometimes,inour
enthus iasm,weincludefartoomanyextraneous,medicalorotherfactsaboutahealthissue.
Sexualhealtheducat ionshouldfocusont hepracticalfactsandknowledgethatcantruly
influencehealth.
· Genera landspecificskillsandaptitudes Researchhasshownt hatgeneralskillssuch
asdecisionmaking,problemsolvingandmedialiteracy,aswellasspecifictechniquessuchas
refusalskillsorassertivenessshouldbetaughtinhealtheducation.Trytofind lessonplansand
activitiesthat enablestudentstoidentify,learnandpracticethesesk ills.
· Attit udesandbeliefs thatmotivatebehaviourorsystemchange.Researchinhealth
educationindicatesthatindividualattitudescanbeinfluencedbygroupwork,discussions,
rankingandcategorizing.Theseareallactivitiesthatshouldbeperformedo fteninyour
cla ssroom.
· Greaterselfknowledgeandselfesteem Throughextensiveuseofjournalingstudents
shouldbeencouragedtomaintainaPersonalHealthJournal Teachyourstudentstoidentify
theirowntraits,measure,monito randcomparetheirattitudesandbehaviourstoothersandlearn
aboutvarioussocialandpsychologicalinfluencesontheirhealth.
· Easieraccesstohealthservicesandinformation–Yoursexualhealthteachingshould
includeactivitieswherestudentsvisithealthclinics,pharma ciesandotherplacesthatoffer
services.Whereverposs ible,eachlessonshouldincludereferencetowhothestudentscancall
for helporwheretheycangoformoreinformation.Thewww.sexualityandu.cawebsiteisa
greatreferencetoolforthistypeoffollowup.Aswell,manysexualhealthclassescanhavethe
studentsworkingonactivitiesthatdisseminatetheinformationtotheirclassorschool.

10
· Overcomebarrierstosocialsupport fromparents,trustedadultsandot hers.Sexual
healtheducationclassesshou ldalsoincludeactivitiesthathavestudentsinteractingwithparents,
fr iendsandotherso nhealthissues.Somelessonscanincludeadvocacyprojects wherestudents
seekchangestotheirschoolsandneighbourhoodssuchasimprovingsexualhealtheducationin
theirschool,encouragingclinicstobemoreyouthfriendlyandfindingwaystotalkwiththeir
parentsabouthealthissues.
· Differentwayst ohandlespecificsituationsorrisks–Sexualhealtheducat ionclasses
shouldaddressspecificsituationsorchallengesthatstudentscanfacesuchasrefusingalcoholat
apartyorassessingtheirrelationshipforpotentialabuse.Trytofindlessonsthatpresentthese
problematicsituationswithpracticaltipsonhowtorespo ndoravoidthemandwhere/whotocall
for help.
Research onhealtheducationshowsthatbehaviourchangeisfacilitatedbygroupwork,self
monitoring,identifyingpersonalbenefits,settinggoalsandt argets,devisingcopingstrategies,
accessinghealt hservices,benefiting fromsocialsupportfromothersandovercomingphysical,
economicandpract icalbarriersto change.Alloftheseactivitiesshouldbeincorporatedinto
yoursexualhealthteaching.
11
6. Somedo’sanddon’tsforsexualhealth teaching
Herearesomepracticalteachingtipsforyou toconsider.
Genera lAdvice
Itishighlyrecommendedthatsexualhealtheducationteacherskeepparentsandguardians
informedaboutallaspectsoftheirsexualhealthprogram.Forsuggestedstrategiesfor involving
parentsandguardians,pleaserefertotheothersectionsofthis booklet.
Teachersshouldalsosetapositiveclassroomclimateinwhichstudentsfeelcomfortablelearning
aboutanddiscussingsexualhealthtopics.Lessonplansmayhelpeducatorsestablishground
rulesfordiscussionandaclassroomclimatethatisopentofreeinquiryandrespectfulofvarious
pointsofview.
Thesegroundrulesorclassroomdiscussion/prese ntationguidelines shouldincludeappropriate
listeningandspeakingskills,respectingstudentswhoarereluctanttosharepersonalinformation

ingroupsettings,andagreeingtomaintainconfidentialityifsharingofpersonal informat ion
occurs.
Teachersshouldactivelypromotecriticalthink ingandopen mindedness,andrefrainfro mtaking
sidesononepointofview.
Sexualhealthteachersshouldalsodevelopanddiscusswiththestudentstheproceduresthatthey
willu seintheirclassroomrelatedtoreco rdingandusingpersonalinformation.Thisinformation
maybecollectedaspartofstudents’workforcertainlessons.(Forexample,werecomme ndthat
teachersasktheirstudentsto keepaPersonalHealt hJo urnalthatwillinclude“publicsections”
thatwillbehandedinforassignmentsaswellasprivatereflectionsandnotesthatthestudents
willkeep.Teachersshouldexplain,foreachlessonthatasksthemtorecordsuchinformation
whytheinformat ionisbeingcollected,whattheinformationwillbeusedfor,wherethe
informationwillbekept;whocanaccessit—student s, administrators,parents;
howsafelyitwillbekept) .
Teachersshouldalsoensurethatstudentsareawarethatiftheydisclosepersonalinformation
thatindicatestheyareatriskforharm,thent hatinformat ioncannotbekeptconfidentialbecause
teachershavelegalreportingresponsibilitiesforcasesofsexua labuseandassault.
StudentAssessmentandEvaluation
Teachersshouldconsiderusingavarietyofassessmenttechniquestoassessstudents’abilitiesto
meettheprescribedlearningoutcomesoftheircurriculum.Toolsandtechniquesforassessment
caninclude:
 teacherassessmenttoolssuchasobservationchecklists,ratingsc ales,andscoringguides
 selfassessmenttoolssuchaschecklists, ratingscales,andscoringguides
 peerassessmenttoo lssuchaschecklists,ratingscales,andscoringguides
 journalsorlearninglogs
 video(torecordandcritiquestudentdemonstration)
 writtentests,oraltests(true/false,multiplechoice,shortanswer)
 worksheets
12
 port folios
 studentteacherconferences.

Assessmentinsexualhealtheducationcanalsooccurwhilestudentsareengagedin,andbased
ontheproductof,activitiessuchas:
 casest udiesandsimulations
 groupandclassdiscussions
 brainst orms,c lusters,webs
 researchprojects
 webquests
 roleplays
 chartsandgraphs
 posters,collages,models,web sites
 oralandmultimediapresentations
 peerteaching
 personalp ledgesorcontracts.
ClassroomManagementandTeaching
Herearesometipsforyour sexualhealthteaching
Besincere:
Asincereattitudewillmakeanycommunicationeasier. Theteachershouldbeabletoexpress
his/herreservationsaboutcertaintopics.
Expressdiscomfort:
Theteachershouldnotbeafraidtoexpressanydis comfort.Expressingitwillcreateamor e
relaxedatmosphere.
Knowhowtolisten:
Listeningisanessentialpartof authenticandefficientcommunication.Theteachermustimpart
his/herknowledgewhilebeingattentivetostudents'questions,lackofunderstanding,concerns,
worriesandthoughts.
Haveanopenmind:
Theteachermustshowanopenattitudesothatthestudentsfeelcomfortableexpressing
themselvesmorefreely.Theteachershould,forexample,accepttohearstudents'opinions,value
thestudentsandbeawarethattheiropinionsca nchangeovertime.
Beflexible:

Theteachershouldbeflexibleandtrytorespondtoconcernsandneedsthatmayariseduringthe
workshop,evenifdoingsodoesnotperfectlycorrespondtothesuggestedcontent.
Respectprivacy:
Theteachermustspecifythathe/sheintendstodiscussfactsando pinions,andnothis/herown
sexualexperiencesnort hoseofanystudent.
Remaincalm:
Theteachermustcalmlylistentothestudentsastheyexpresstheiropinions,evenifhe/shedoes
notagreewiththeirstatements.
13
Askforthestudents'opinion:
Theteachershouldaskthestudentstoexpresstheiropinionsnotaskforconfessions.
Answerquestions:
Itispreferablethattheteacheranswerquestionsastheyarise.Shouldtheteacher,however,be
unsureoftheproperanswerhe/sheshouldlookit upratherthangiveoutthewronginformation.
Practicetalkingaboutsexuality:
Itmayturnouttobeusefulfortheteachertopracticespeak ingaboutsexualitywithpeoplec lose
tohim/herbeforepresentingaworkshopinfrontofaclass.
Toestablishagoodlineofcommunicationwiththestudentst heteachermustavoidmakingthe
followingmistakes:
Openlycriticizinganystudents'opinions.Thisattitudemayleadthestudent(s)tobecome
aggressiveandwillshutdownanyfurthercommunication;
Lecturing.Forexample:"Inmydaywewouldnothavethought/donethosekindsofthings!";
Laughingatanopinionoracomment,evenifitisnaïveoramusing.
(AdaptedwithpermissionfromthePublicHealthAgencyofCanada)
14
7. Achecklistforyourschool
Thissectionprovidesachecklistforyoutodeterminehowwellpreparedyour schoolisto
promotesexualhealth.
Sexua lity/STI/HIV/AIDSandSchools
UsingAComprehensiveSchoolHealthApproachto PromoteSexualHealthand

PreventSTI/HIVAIDS
AChecklist/InventoryandNeedsAssessment
Schoolscanworkwithparentsandotheragenciestoprom otesexualhealth(SH)andtopreventsexually
transmittedinfectionsorHIV/AIDS.Theelementsofthiscomprehensiveapproachhavebeendescribed
hereunderthefollowingsixcategories:
· policyandleadership
· coordinatedprograms
· instructionalprograms
· socialsupport
· preventiveandtreatmentservices
· physicalenvironmentandresources
Severaltopicsarelistedundereachofthecategories.Explanatoryarticles,summariesandreports,
researchevidence,Canadianandotherlocalexamples,aswellasonlineplanning,educationaland
policydevelopmentresourcesareidentifiedforeachtopic. 
Elementsof
Comprehensi
veSchool
Health
DDotheseintervention
sadequatelycoversexualhealth
(SH)?
Inventory(List
currentresources,
people,plansetc)
thatcanhelp
Changes
Needed
(Listhere)
Policy&
Leadership

schoolboardpoliciesandproceduresdefineourSH
approach
publichealthpoliciesandproceduresdescribePH
roleworkingwithschoolinSHpromotion
personnelhavebeenassignedtoSHPromotionin
SchoolBoard
personnelhavebeenassignedtoschoolSH
promotionbyHealthAuthority
Coordinated
Programs
SchoolhasawholeschoolapproachtoSHpromotion
OurschoolSHprogramislinkedwithacommunity
wideSHprogram
OurschoolSHprogramislinkedandcoordinatedwith
localclinicsandphysicians
Schooladministratorshavereceivedinservice
traininginSH
Publichealthnurseplaysacoordinatingrole
Instructional
Programs
SHiscoveredinPersonal/SocialDevelopment
Programs/HealthEducation
SHiscoveredin familystudies/homeeconomics
program/curricula
15
SHiscoveredinothercurricula(egscience,law,
literatureetc)
Curricula/instructionalprogramsrespondtothesespecific
Populations
females

males
homosexual/lesbianyouth/transgenderedyouth
studentswithdisabilities
ethnoculturalminorityyouth
aboriginalyouth
ThesespecificIssuesarecoveredininstructional
programs
contraception
homophobia
sexualharassment/coercion
genderequity
comm ercialsex/pornography
abstinence
analsex
oralsex
Inservice&Development
ThereisanongoingteacherinserviceprograminSH
Teachersinschoolhavereceivedpreservicetraining
inSH
PublichealthnursehastraininginSH,workingwith
youthandcommunitydevelopmentaswellas
educationalandorganizationalchange
Social
Support
TheseactivitiesareusedtocreatesocialsupportforSH
Student/youthengagementandleadershipactivities
addressSH
PeerHelperProgramsaddressSH
Schoolhasparentinformation,educationand
involvementforSHprogram

Schoolparticipates incommunityawarenessand
development
Schoolhassoughtandreceivedlocalmediasupport
Theroleofcommunitysexuality/AIDSorganizationsis
clearlydefined
Preventive
and
Treatment
Services
SHinformationandreferralservicesarepublicizedto
studentsandparent
Theroleofpublichealthincounselling/ref erralsis
clearlydefinedandimplemented
Theroleofschoolguidancecounselorinreferralsis
clearlydefined
STIandHIVtestingservicesarepublicizedbyschool
Adoption/abortionservicesarepublicizedbyschool
Physical
Environment
&Resources
Schoolhastakenuniversalhygieneprecautionsfor
HIV/otherdiseases
Studentshaveeasyaccesstocondom sinschoolor
nearby
Policiesonsexualandotherharassmentare
implem ented
16
8. Thewww.sexualityandu.cawebsite:Agreatsourceofinformationforteachers
Thewebsit ewww.sexualityandu.ca iscommittedtoprovidingyoucredibleanduptodate
informationandeducationonsexualhealth.Thiswebsiteismadepossiblewiththeguidance

andcollabor ationofateamofdistinguishedCanadianmedical,healthandeducation
organizations,andisadministeredbytheSocietyofObstetriciansandGynaecologistsofCanada.
(SOGC)
SOGCisoneofNorthAmerica'soldestnationalorganizationsdevotedtothespecialtyof
Obstetric s andGynaecology.ThemissionoftheSOGC istopromoteoptimalwomen'shealth
throughleadership,collaboration,education,researchandadvocacyinthepracticeofobstetrics
andgynaecology.TheSocietywelcomesallspecialistsinObstet ricsandGynaecolog y,General
Practitioners,Researchers,Nurses,MidwivesandotherhealthcareprovidersinCanadaand
internationally.
Theteacherssectiononthewebsitehasbeen developedbyateamofeducatorsfromacross
CanadaandiscochairedbythestaffoftheCanadianAsso ciat ionforSchoolHealth andtheSex
Info rmationandEducationCouncilofCanada.Theteachers’sectionof www.sexualityandu.ca
hasanumberofresourcesforteachersandthoseworkingwithteachers.Theseinclude:
AboutSexualHealthEducation
BackgroundinformationonSHE,includingresearch,benefits,misconceptions,
descriptionsofeffectiveprogramsandreportsonsurveysshowingthatparentsandyouth
wantsexua lheatheducation.
FactsandStatist ics:SexualHealthandCanadianYouth
Thelateststatisticso nyouthsexu albehaviours,attitudes,beliefsa ndknowledge.
TeachingTools
Lessonplans,studentwebquests,communicationsmaterialsandpreparedmaterialsto
planandsupportmeetingswithparents.Seethemoredetailedlistinthefinalsectionof
thisbooklet.
SexualityandChildDevelopment
Backgroundonchildandadolescentdevelopment,includingquestionsandtopicst hat
willariseatdifferentagesandstagesofdevelopment .
ExternalResources
Aselectedlistofwebsitescoveringtopicsandperspectivesthatarenotfullycoveredon
thewww.sexualitya ndu.cawebsite
Multimedia

Games,quizzes,simulation,downloadabletelevisionadsandscreenscaversforstudents
andeducators.
FAQs
Agreat listofquestionsaskedbyteensandparent s forteacherstoreview,plusthe
answers!
17
9. Othersourcesoflessonplansandstudentprojects/webquests
Hereareseveralexcellentresourcesforteachers
CommunitiesandSc hoolsPromotingHealth
Awebsitemaintainedbyseveraleducationandhealthgroupsthatincludeslinkstohundredsof
sexualhealth andot herlessonplansaswellasstudentwebquests.
www.teachingsexualhealth.ca
Thissiteis"aninnovativewebsitedevelopedby Albertaeducatorsandhealthprofessionalsto
helpachieveexcellenceinteachingsexualhealth." Thisisanexcellentsitefocusedonproviding
informationforteachersonhowtoteachsexualhealthissue s.  Itisdividedint ofoursections,
howtoteach,lessonplans,teachers'lounge,andresources. Samp lelessonplansareavailableas
wellasillustrations,factsheets, reproductivecharts,a glossary,videosandanumberofother
relevantandpracticalresources. Thereisalsoasectionfor parent s andstudents.
www.iwhc.org/resources
PositivelyInform edisasexualeducationresourceforeducatorsavailablethroughthe
InternationalWomen'sHealthCoalition.PositivelyInformedprovidesahandpickedselectionof
someofthebestEnglishlanguagesexualityeducationmaterialsoutt here.Thelessonplansuse
creative,interactive,learnercent redteachingstrategies,andareadaptabletodiversecultural
settings. Theyaddressgenderissues,challengediscriminatoryattitudesandbe haviors, and
presentse xualityasapositivepartofliferatherthansomethingtobefearedandshroudedin
taboos.Bothonlineandhardcopyversionsareavailable.
www.sexualityandu.ca
ThissiteisdesignedbytheSocietyofObstetriciansandGynaecologistsofCanada.Itisa
Canadianwebsitedevotedto sexualityeducationandinformation. Thetopicsinclude
informationonSexuallyTr ansmittedInfections(STI s),contraceptionawareness,sexualityand

childdevelopment,lifestylechoicesa ndtalkingtochildrenaboutsex. Thereisa specialmodule
for  parentsandteachers.
www.livepositive.ca
Thisisanexcellentresourceforstudentswhoneedhelpwitha schoolprojectorhomework
assignment. ItprovidesbasicinformationaboutHIV,AIDSandwhatitisliketolivewiththe
disease.
TheGuelphCo nferenceandTrainingInstituteonSexuality
Canada'sleadingannualtrainingandeducationforumforsexualhealthprofessionals.With
delegatescomingfrompublichealth,communityhealth,education,counselling,medical,clergy
andresearchperspectives.
18
10. Areyou ready?Aselfassessmenttoolforteachers
(Addanintrotothetoo lbeingdevelopedbySIECCAN)
19
11. Areyou ready?Trytheseknowledgetests
Thewww.sexualityandu.cahassomeexcellentquizzesthatteachersandotherscanusetotest
theirownsexualhealthknowledge.
Checktheseout(andcheckyouranswersbefo reyoubeginyourteaching).
§ AssessyourSTI/HIV/AIDSRiskQuiz
§ BirthCont rolQuiz
§ SexuallyTransmittedInfection(STI)Quiz
§ PregnancyQuiz
For amoreentertaining(andeducational)waytotestyoursexualhealthknowledgeandwisdom,
trytakingtheSexFUChallenge(aonlinedecisionmakinggame)thatteacherscanasktheir
studentstoplay.
Aswell,forthemathematicallyinclined,tryoutTheCostsofSex,acalculatorthathelpspeople
examinedifferent contraceptionoptions.
20
B. BetterPracticesinTeaching SexualHealth
1. Teachingstrategies&tips

Hereareseveraltechniquest hatyoushouldbeusinginteachingaboutsexua lhealth.Readthe
summarybelowandcheckoutt heseexcellentresourcespublishedbytheSaskatchewan
Departmento fEducation andtheUSDepartmentofEducatio n.
Usingactiveandcooperativelearningandteachingtechniques:
Inquirybasedlear ning,problembasedlearningandprojectbasedlearninghavebecome
recognizedasbeingessentialtoconstructivistlearning.Cooperativelearning,wherestudents
workwithothersinassignments,discussionsandprojectsis alsoessentialtolearningwherethe
students"construct"meaningfromtheinformation.Foragreatlistofstudenthealthprojectideas
andhowtoevaluatethestudentworkinthoseprojects,gotothewebpageon TeacherToolsfor
webquestspublishedbytheCanadianAssociationforSchoolHealth (CASH).Games, roleplays
andsimulationsarealso excellenttoolstopromoteactiveandcooperativelearning.Teachers
needtoknowabouttheevaluationofstudentworkfromsuchactiveandcooperativelearning.
SeetheCASHpageon EvaluationRubricsandlearnmo reaboutportfoliosasabasisofstudent
evaluation.
Effective use ofsmallgroupdiscussions:
Thefineartofteacherledandsmallgroupdiscussionsiscriticaltohealt heducation.Students
needtimetoexploretheirfeelings,findmeaningandrelevanceinhealthtopicsandtotesttheir
ideaswitht heirpeers.
Effective use ofmediaandtechnologies:
Mostoftheprofessionaldiscussionoftheeffectiveuseoft echnologiesinlearninghasbeen
focusedonscience,mathandtechnologyitself. Morerecently, therehavebeenconcernsabout
inappropriateandineffectiveusesoftechnology inthecla ssroom.Aspartofthisstrategy,
studentsshouldbetaughtmedialiteracyskillsastheyapplyinhealtheducation.Webquestshave
becomeatoolforteachersinallsubjectareas,althoughtheyarerelativelyunderusedinhea lth
education.Readthewebpageson webquestsandtheuseof webque stsinhealtheducation
publishedbytheCanadianAssociationforSchoolHealth.Also,gotoourstartpagefor
webquests,whereyoucan choosefromover100healthwebquests oreven createyour own
webquest.
Effective use ofthearts,drama,literature,poetryandmusic:
Vicariousexperience,likevirtua llearning,isengagingtothelearnerandcanhelpinthe

formationordevelopmentofattitudesandbeliefs.Studentscanexploretheanguishofhealth
problems,personalizeriskandcanbeledintoclass/groupdiscussionsorselfreflectionfromthe
springboardofmusic,drama, literature,poetryandmusic.
Effective use ofstudentreflectionthroughjournalwriting:
21
Healt heducationjournalsarehighlyrecommendedasawaytoencouragestudentstorecord,
reflectandwriteabouttheirhealthlearning.For moreabout journaling inhealtheducation,goto
thesummary preparedbytheCanadianAssociationforSchoolHealth(CASH).Foranexample
ofahealth journal,gotothePersonalHealthJournal thatCASHhaspreparedforusewithour
webquests.
Effective use ofdirectinstruction,drills,lectures,research andwritingassignments:
Weca nnotforgetthathealthknowledgeisalsoanacademicdisciplineandcanbetaughtbymore
traditionalmethods.Researchhasshowedusthatyoungpeopleneedpractical,functiona l
knowledgeaboutmanyhealthissuesandt hatthisinformationneedstobedeliveredinatimely
way, coordinatedwiththestagesofchildandadolescentdevelopme ntandrelevanttothetime
whe nyoungpeo plewillexperimentorbeconfrontedwiththesehealthissues.
MatchingTeachingTechniquetoLearningOutcome
Equallyimportantisthatyou matchyourselectionoftheseteachingtechniqueswiththespecific
outcomesthatyouaretryingtoachieve.Seethefollowingchart:
TypeofLearning
Outcome
Teaching/LearningMethod
Awareness Lectures,GroupWork,Video/Media,Displays,Exhibitions,
Brochures,InternetReadingAssignments,Quizzes
Knowledge Lectures,OnetoOneTeaching,WrittenMaterials,Research
Assignments,GroupWork,ReadingAssignments,Internet
Assignments,IndividualWebquests,CDROMResources
SelfAwareness,
AttitudeChange,
GroupWork,Clarifying/DiscussingValues,Journaling,

Ranking,Categorizing,RolePlaying,I ndividualWebquests,
Useofthearts,Music,Theatre,Films,Celebr ities,
Survivors/Victims,ClassDebates
SkillDevelopment Roleplaying,FieldTrips,GroupWork,GroupWebquests
Seek/Access
SocialSupport
Roleplaying,Theatre/Drama/Films,ParentStudent
Assignments,GroupWebquest s, FieldTrips
AccesstoHealth
Services
AppliedResearchAssignments,FieldTrips,ProjectWork,
InterviewswithExperts,IndividualandGroupWebquests
Behaviour al
Intentions/Personal
Healt hAction
GroupWork,Self monitoring,Identifyingbenefits/risks,
Settinggoals,targets,DevisingCopingStrategies,Accessing
socialsupport,Accessingsupportservices,Overcoming
22
Plans physical,economic,practicalbarriers,GroupWe bquests,
Journaling
Effective LessonPlanningandLearningActivities
Lessonplansandlearningact ivitiesinsexualityandothersubjectsshouldfollowawellplanned
andimplementedformat(ElTigi,2000;)including:
Goals
Goalsdeterminepurpose,aim,andrationaleforwhatyouandyourstudentswill engagein
duringclasstime. Usethissectiontoexpresstheintermediatelessongo alsthatdrawupon
previousplansandactivitiesandsetthestagebypreparingstudentsforfutureactivitiesand
furtherknowledgeacquisition. Thegoalsaretypicallywrittenasbroadeducationalorunitgoals
adheringtoprovincial/territorialorlocalschoolboardcurriculum.

§ What arethebroaderobjectives,aims,orgoalsoftheunitplan/curriculum?
§ What areyour goalsforthisunit?
§ What doyouexpectstudentstobeabletodobytheendofthisunit?
§ Howdoesthislessonfitwithinthatunitexpectations?
Objectives
Thissection focusesonwhatyourstudentswilldotoacquirefurtherknowledgeandskills.The
objectivesforthedaily lessonplanaredrawnfrom thebroaderaimsoftheunitplanbutare
achievedoverawelldefinedtimeperiod.
§ What willstudents beabletododuringthislesso n?
§ Underwhatconditionswillstudents'performancebeacco mplished?
§ What isthedegreeorcriteriononthebasisofwhichsatisfactoryattainmentoftheobjectives
will bejudged?
§ Howwillstudentsdemonstratethattheyhavelearnedandunderstoodtheobjectivesofthe
lesson?
Prerequisites
Prerequisitescanbeusefulwhenconsideringthereadinessstateofyourstudents. Prerequisites
allowyou,andotherteachersreplicatingyourlessonplan,tofactorinnecessaryprepactivities
tomakesurethatstudentscan meetthelessonobjectives.
§ What muststudentsalread ybeabletodobeforethislesson?
§ What conceptshavetobemasteredinadvanceto accomplishthelessonobjectives
Materials
Thissectionhastwofunctions:ithelpsotherteachersquicklydeterminea)howmuch
preparationtime,resources,andmanagement willbeinvolvedincarryingoutthisplanandb)
whatmaterials,books,equipment,andresourcestheywillneedtohaveready. Acomp letelistof
materials,includingfullcitationsoftextbooksorstorybooksused,worksheets,andanyother
specialconsiderationsaremostuseful.
23
§ What materialswillbeneeded?
§ What textbooksorstorybooksareneeded?
§ What needstobepreparedinadvance?

LessonDescription
Thissectionprovidesanopportunityfortheauthorofthelessontosharesomethoughts,
experience,andadvicewithotherteachers.Italsoprovidesageneralover viewofthele ssonin
termsoftopicfocus,activities,andpurpose.
§ What isuniqueaboutt hislesson?
§ Howdidyourstudentslikeit?
§ What leveloflearningiscoveredbyt hislessonplan?(ThinkofBloom'sTaxonomy:
knowledge,comprehension,application,analysis,synthesis,orevaluation.)
LessonP rocedure
Thissectionprovidesadetailed,stepbystepdescriptionofhowtoreplicatethelessonand
achievelessonplanobjectives. Thisisusuallyintendedfortheteacherandprovidessuggestions
onhowtoproceedwithimplementationofthelessonplan. Italsofocusesonwhattheteacher
shouldhavestudentsdoduringthelesson. Thissectionisbasicallydividedintoseveral
components:anintroduction,amainactivity,andclosure. Thereareseveralelaboratio ns onthis.
Wehavelinkedtosomesamplelessonp lansto guideyouthroughthisstageofplanning.
Introduction
§ Howwillyouintroducetheideasando bjectivesofthislesson?
§ Howwillyougetstudents'attentionandmotivatetheminordertoholdtheir
attention?
§ Howcanyoutielessonobjectiveswithstudentinterestsandpastclassroom
activities?
§ What willbeexpectedofstudents?
MainActivity
§ What isthefocusofthelesson?
§ Howwouldyoudescribetheflowofthelessontoanotherteacherwho willreplicate
it?
§ What doestheteacherdotofacilitatelearningandmanagethevariousactivit ies?
§ What aresomegoodandbadexamplestoillu strate whatyouarepresentingto
students?
§ Howcanthismaterialbepresentedto ensureeach studentwillbenefitfromthe

learningexperience?
Closure
§ What willyouusetodrawtheideastogetherforstudentsattheend?
§ Howwillyouprovidefeedbacktostudentstocorrecttheirmisunderstandingsand
reinforcetheirlearning?
Followup/Enrichment
§ What activitiesmightyousuggestforenrichmentandremediation?
§ What lessonsmightfollowasaresultofthis lesson?
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Assessment/EvaluationCriteria
Thissection focusesonensuringthatyourstudentshavearrivedattheirintendeddestination.
Youwillneedtogathersomeevidencethattheydid. Thisusuallyisdonebygatheringstudents'
workandassessingthisworkusingsomekindofgradingrubricthatisbasedonlesson
objectives.Youcoulda lsoreplicatesomeoftheactivitiespracticedaspartofthelesson,without
providingthesamelevelofguidanceasduringthelesson. Youcouldalwaysquizstudentson
variousconceptsandproblemsaswell.
§ Howwillyouevaluatetheobjectivesthatwereidentified?
§ Havestudentspracticedwhat youareaskingthemtodoforevaluation?
Thetargetage/grade(s)andanyotherrelevantinformationshou ldalsobeincludedinthe lesson
plandescription.
LessonP rocedures/LearningProcess
Theactuallessonprocedure/processsho uldincludethesesteps
1. Gainthelearnersattention.
Thelessonshouldalwaysbegininaninterestingway. Usingaquestion,ahandout,a
picture,agame…a llofthesethingscanhelptocapturestudentinterest.Re latethelesso n
totheirlives,arecentmediasto ry,aneventintheschoolorcommunity…a llofthese
wayscanhelptocapturetheatt entionofthelearners.
2. Reviewrelevant pastlearning.
Youcanuseapreviouslesson,astudentquestion,aproject,studentPersonalHealth
Journalsandavarietyofothermeanstohelpstudentsunderstandhowthislessonfits

withtheirpreviouslessonsor, moreimportantly,theirownlives.Helpthemconstr uct
meaningfromwhattheyalreadyknow.
3. Communicatethegoalofthelesson.
Clearlystatethepurposeofthelesson,howthisfitswithintheirsexualhealthprogram
andhowtheywillbeassessedontheirwork.
4. Modeltheskillstobelearned.
Giveexamples,providesampleanswers,askconfidentstudentstotryoutt heknowledge
orskillbeingaddressed…allofthesearewaystohelpthestudentswholearnbetterby
seeinganexample.
5. Promptfor correctresponses.
Beforethestudentsbeginanyactivityorexercise,checktoseeifyourexplanationofthe
taskandtheintroductionofthecontenthasbeenclearandisunderstood.Don’tsend
themofftobefrustrated.I ntroduceanyassess menttoolssuchasEvaluationRubrics.
6. Checkforskillmastery.
Usetheassessmenttoolstodetermineif theoutcomeshavebeenlearned.Reviewthe
resultswiththeclass.Gobackandcoverareaswhichmanyormoststudentshaveno t
understood.
25
7. Closethelesson.
Reflectontheirlearningasagroup.Showagainhowthislessonfitswiththeothersin
yourprogram.Pointstudentstoenr ichmentactivities.Tellstudentshowthisw illbepart
oftheirfinalmarksintheprogram.
2. Respondingtostudentqu estions
TheCalgaryHealthServiceswebsitewww.teachingsexualhealth.cahassomegreatadviceon
respondingtostudentquestions.
Oneofthechallengesfacingtheteacherdiscussinghumansexualityisdealingeffectivelywith
questionsfromstudents.Answeringquestionswillbeeasier, andyouwillbemoreeffectiveif
youfollowthesegeneraltipsonansweringquestionsaswellasunderstandthetypeofquest ion
beingasked.
GENERALTIPSONANSWERINGQUESTIONS

ReinforcetheGroundRules.
Info rmtheclassthatyouwillbeaskingyourselfifallstudentquestionsareappropriateor
relatedtotheclassroomdiscu ssion.Whenestablishinggroundrule s, establishparameters
suchas"IfaquestionisaskedwhichIchoosenottoanswer,itisno tbecauseitisabad
question.Imayfeelthatitisnotofinteresttoallstudents,orrelatedtotheclass
discussion.Ifyouaskedaquestionthatwasnotanswered,thenpleaseseemeattheend
ofthec lass,andIwilltrytoansweryourquest ion."
Validatestudents'concernsaboutaskingquestions.
Giveaffirmationto thestudentwhoaskedthequestion
"Thanksforasking "
"That'sagoodquestion. Tellme moreaboutwhatyou 'dliketoknow."
Considereveryquestiontobeavalidquestion.
Don'tassumeyouknowwhat'sbeingasked. Questionsind icatethestudent'sthoughts,
notnecessarilyactions. Toclarifywithoutcausingembarrassment,trythesecues:
"Soundslikeyou'vegotarealconcern canyoutellmemoreaboutwhat'sonyour
mind?"
'Normalize'thequestion.
"Manystudentsprobablywonderaboutthis "
ButDon’tUsetheWordNormal.
Avoidtheuseoftheword"normal"whena nsweringquestions.Normalforsomeis
morally"improper"forothers.Presentthefactssuchaswhatisknownmedically,the
legalissues,andriskfactorsandconsequences.Alwaysgivepositivereinforcementthat
seekinginformationanddiscussingissuesisanimportantwayfort eenstolearnabout
makinghealthydecisions.
Answereveryquestionasbestyoucan. Assesswhetherthequestionisrelatedtoinformation,
feelings,values,oracombination: