Teaching sexual health

Background information

Research commissioned by the Commonwealth Department of Health and Aged Care in 1997 indicated that adolescents have a good working knowledge of the bio-medical aspects of HIV/AIDS, although their knowledge of other STIs and BBVs is poor (Lindsay, Smith and Rosenthal 1997). Moreover, although adolescents appear to understand transmission and prevention of STIs, particularly HIV, a contradiction exists between knowledge and action (Gourlay 1996). In other words, even though adolescents know what they need to do to protect themselves, they are still engaging in unsafe sexual practices. The reasons for this are many and varied and relate to the fact that young people are not a homogeneous group. Issues of class, gender, sexual identity, age, ability, religion and culture 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 sexual health, they must examine the social and cultural context in which young people make decisions related to their sexual health. Moreover, sexual activity at an early age and the use of unsanctioned and illicit drugs are difficult issues for school communities to address. However, in all populations of young people it should be acknowledged that there is a continuum of activity, which ranges from abstinence to various levels of engagement in sexual activity and drug use. The entire continuum of activity needs to be addressed in school-based programs.

Teaching and learning strategies

This resource uses a variety of teaching and learning strategies. By varying the way students learn all students will find a style or styles they prefer. Varying activities also enables students to work in different sized groups and develop skills to actively participate in a variety of ways. Many of the units in Talking Sexual Health are activity based and student-centred, requiring students to make a contribution. Because the issues covered in this resource can be sensitive and have the capacity to cause embarrassment, it is important that the teacher enables enough individual writing, small group, single sex and pair work to cater for students who find it difficult to contribute in the class. Try not to jump to the conclusion that students who say little in class or find it difficult to contribute to class discussion are not engaged in the activities. The techniques used in Talking Sexual Health are those common to any health education classroom. Even so, it is always useful to be reminded of some of these techniques and why they are used to explore health related issues that often have a values and attitudes component.

Talking sexual health: A teaching and learning resource

Talking Sexual Health has been designed primarily to use with students in Years 9 and 10, but it is also suitable to use with students in years 11 and 12 and many of the activities can be modified to use with students in Years 7 and 8. As with any teaching and learning resource, teachers will need to review the activities and materials provided and modify them according to the needs of their students and their school communities.

Talking Sexual Health is a resource to assist teachers to focus on issues related to education about STIs, HIV/AIDS and other BBVs. Therefore it is crucial that students have already covered other aspects of sexuality and health education in earlier year levels. It is not appropriate, or recommended, that the activities in this resource be used to introduce sexuality and drug education. Rather, this resource provides experienced health educators with teaching and learning activities to assist in achieving a number of learning outcomes appropriate for Year 9 and Year 10 students.

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