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EEH315 - Teaching Sexuality Education in the Middle Years

Unit details

Year2016 unit information
Enrolment modes:Trimester 2: Burwood (Melbourne), Waurn Ponds (Geelong)
Trimester 3: Waterfront (Geelong)
Credit point(s):1
EFTSL value:0.125
Offering information:

Quotas apply to the Trimester 3 offering of this unit

Cohort rule:

Students must to be enrolled in an initial teacher education course

Unit chair:

Debbie Ollis


8 credit points of study



Incompatible with:


Contact hours:

Trimester 2 - taught intensively for 6 weeks - weeks 1-6 x 6 hours per week for E377 students at Burwood (Melbourne) and Geelong (Waurn Ponds) 

Trimester 3 - intensive at Waterfront (Geelong) campus – 2015 dates: 18th –26th November &  16th Dec.  2016 dates TBA


Sexuality does not suddenly emerge at secondary schools. Primary school age students live in a social context where they are exposed to messages about sexuality on a daily basis in the media through television, music, and advertising and from their peers. Sex is often joked about and discussed in derogatory or stereotypical ways. The correct information about human sexuality, including the positive aspects, is often kept hidden from children.

Generally children who receive a comprehensive sexuality education from an early age:

  • Understand and accept with confidence physical and emotional changes
  • Feel positive about their bodies
  • Appreciate individual difference
  • Are more likely to make informed and responsible sexual decisions in later life
  • Feel good about themselves and their gender
  • Are capable of communicating about sexual matters
  • Understand appropriate and inappropriate behaviour
  • Are less vulnerable to exploitation and sexual abuse (Family Planning, Queensland 1996).

Sexuality education can be confronting and challenging for teachers and currently there is very little professional development in the area of health and sexuality education, particularly for primary teachers. Current programs in primary schools are often taken by outside agencies in one off blocks. This approach does not provide any continuity in teaching and goes against research that suggests classroom teachers are the best people to teach sexuality education. Research also indicates that secondary school teachers find this a difficult area to teach. Graduating teachers need to be equipped with the knowledge, skills and confidence to integrate sexuality education content, issues and activities in health education programs in line with the Victorian Curriculum and student wellbeing policies and practice. Teachers need skills to provide effective teaching and learning activities, assess resources, deal with potentially sensitive issues with students and allay possible parental concerns. This unit is taught in intensive mode and includes the following content:

  • Setting the context: the current situation;
  • Discourses in sexuality education;
  • Physiological aspects of sex and sexual health;
  • Frameworks and policies;
  • Gender and sexuality;
  • Gender and sexual diversity;
  • Cultural and religious diversity;
  • Developing age appropriate approaches;
  • Dealing with sensitive issues;
  • Whole school approaches to sexuality education.


Micro-teaching presentation, 50%, 2000 words equivalent

Resource Development, 50%, 2000 words

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