Sexuality resources

Information for teachers relating to the curriculum, assessment and the whole-school learning approach to sexuality education.

Teaching resources

Teachers engaging parents

Respecting diversity

Curriculum policy

Sexuality education is compulsory within the Health and Physical Education curriculum.

See: The Victorian Curriculum F–10 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.


Assessment in sexuality education includes both formative (occurring throughout the learning) and summative assessment.

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.