MODULE 7
Embedded Files
Secondary Sexuality Education
Here is an overview of sexuality education in CCQ.
A comprehensive understanding of the foundations of the program.
Module 7.1
The elements are part of a progression of learning content in sexuality education that covers the dimensions of human sexuality and respects students' level of psychosexual development. - Ministere de l'Education
Secondary school students experience numerous changes in the area of sexuality:
consolidate their gender identity,
become aware of their sexual orientation,
engage in emotional and romantic relationships,
progressively experiment with sexual behaviors,
develop their capacity for emotional and sexual intimacy.
These experiences are sources of learning, but they can also encourage students to question themselves when they are exposed to different sources of contradictory information.
Teaching Sensitive Topics & Sexuality Education
Pedagogical Freedom: the ability and right of educators to make professional decisions about their teaching methods, curriculum content, and classroom management without undue interference or restriction from external sources.
Teachers' best professional judgement
Pedagogical approaches
Evaluation methods
If sensitive topics arise, whether the teacher brings up the topic or it comes up through a student question, teachers can make reasonable and responsible decisions to discuss them if ...
Curricular alignment : The content and pedagogical approach that teachers adopt must be clearly justifiable in terms of teachers’ basic professional responsibility to teach the official curriculum.
Impartiality Teachers : must abstain from using their position of authority to promote their own personal opinions, viewpoints, or beliefs.
Avoidance of foreseeably inflammatory content : Teachers must avoid content and speech that risks causing a reasonably foreseeable significant disturbance in the regular functioning of the class or school.
Age appropriateness : The content, pedagogical approach, and language that teachers adopt must be adapted to their students’ age and psychological development.
When sensitive topics arise
While we can't build bridges with everyone, there are simple steps we can take to promote mutual understanding during disagreements.
The 'PLANS for Constructive Disagreement' framework helps students develop active listening and self-expression habits for constructive discussion.
It applies to both structured classroom discussions and unstructured conversations with friends or relatives
The PLANS Framework
Intended to help students remember the fundamentals of constructive disagreement, especially when discussions become tense.
If one person models constructive disagreement skills, others are more likely to follow suit.
PLANS can be used as a general tool whenever disagreements become difficult, in combination with co-created norms and discussion protocols.
It can also provide a simple structure for in-class conversations using discussion prompts, with students taking turns as the first speaker.
Module 7.2
THE ROLE OF THE SCHOOL:
"The school has a critical role to play in preparing adolescents for their adult roles and responsibilities."
The school is in an ideal position to provide sexuality education, especially since:
• students spend a great deal of time in school, and adults at school have a constant, ongoing contact with many of them
• its infrastructure allows for long-term planning through official or formal programs
• there are teachers and professionals who are qualified and trusted providers of information for students
Ministere de l'education et enseignment superieur
Module 7.3
The approach with secondary students
Secondary students need sexuality education that presents them with a positive view of sexuality that integrates all of its dimensions and is based on reliable information. Students have access to different sources of information about sexuality (e.g. peers, family, the media) that may provide information that is sometimes contradictory, incomplete or incorrect.
Sexuality Education needs to
maintain continuity in the approach from the elementary education.
be consistent in applying teaching methods and classroom management, where students began to develop a positive, comprehensive view of sexuality.
emphasize the positive role that sexuality plays in our lives and not focus only on the “risks” associated with it or on prevention.
help young people face the challenges posed by their sexuality
Sexuality education is rooted in values such as equality between people of different sexes and genders, respect for diversity, respect for people’s physical and psychological integrity, a sense of responsibility, and well-being.
Sexuality education allows teachers to
teach universal sexuality education, not targeted intervention.
focus on educational intent, age, and level of development and student needs.
trust their expertise as needed, use resources (from school or external) to answer student questions.
establish a “safety net” for students (other school staff, principals, external resources, parents).
create a climate of trust conducive to dialogue and learning, paying attention to the non-verbal.
develop the critical thinking of students
build knowledge
develop learning skills
encourage gender equalities (do not value one gender identity over another)
work in partnership with others (staff, intervention agents, psychologists, nurses, etc.) for the safety of the students.
demonstrate rigor and reserve with respect to personal beliefs.
Sexuality education allows students to
develop critical thinking skills.
not be forced to speak of their private, family lives.
develop affective relationships that are respectful of themselves and others.
take responsibility for various issues related to sexuality.
better understand sexuality as a whole and to better understand themselves.
make informed decisions about their own sexuality with a positive view of it.
ERC and Sexuality Education 2018
Module 7.4
The Ethics and Religious Culture (ERC) program allows students to :
acquire or consolidate, if applicable, an understanding of how all individuals are equal in terms of right and dignity
carefully reflect on aspects of certain social realities and subjects such as justice, happiness, laws and rules
organize his/her ideas and express them with respect and conviction
explore different ways in which Québec's religious heritage is present in his/her immediate or broader environment
learn about elements of other religious traditions present in Québec
grow and develop in a society in which different values and beliefs coexist
2018
Sexuality Education (2018)
The elements for Sexuality Education, not necessarily taught in ERC, provides students with relevant, comprehensive, positive, and inclusive sexuality education through various dimensions of human experiences. Each grade level covers a variety of themes to explore based the the students' age and psychosexual development.
The themes consist of knowledge of the body, interpersonal relationships, gender stereotypes, sexual assault prevention, puberty, etc.
MEQ (2018) Sexuality Education summary table: mandatory themes for secondary students.
Starting 2023/2024
Sexuality Education & CCQ
The primary method by which sexuality education is incorporated into the school curriculum is the Culture and Citizenship in Québec program. This includes incorporating age-appropriate information about sexuality and reproductive health into a established curriculum. This program is part of a broader approach to sexuality education, which is a shared responsibility among the entire school staff and external partners to ensure access to accurate information and support in building critical skills
While the Culture and Citizenship in Québec program covers aspects of sexuality education, it is just one component of the comprehensive sexuality education provided in the school environment.
Themes & Concepts of Sexuality Education
Below are reference charts for each cycle that follows the learning intentions in CCQ to understand how and where the themes in sexuality education fit into the CCQ program.
Sexuality Education and CCQ
MODULE 7.5
Sexuality education & CCQ
The main vehicle by which sexuality education is incorporated into the school curriculum is through the Culture and Citizenship in Québec program. This includes incorporating age-appropriate information about sexuality and reproductive health into an established curriculum.
This program is part of a broader approach to sexuality education, which is a shared responsibility among the entire school staff and external partners to ensure access to accurate information and support in building critical skills.
While the Culture and Citizenship in Québec program covers aspects of sexuality education, it is just one component of the comprehensive sexuality education provided in the school environment.
Starting 2024-2025
Citizenship and Culture in Quebec is rooted in the fields of sociology and ethical philosophy, which define culture, in the broad sense, as all the symbolic and material manifestations of life in society.
CCQ is intended to meet three objectives:
1- Prepare to exercise citizenship in Quebec:
It is the status of being a citizen, which entails specific legal rights, duties, and responsibilities that are not afforded to non-citizens
2- Aim for recognition of oneself and of others:
it is related to the principle by which each individual is and must be regarded as equal to others in rights and dignity, regardless of who they are and what their world views may be.
3- Pursue the common good:
Being able to recognize the interdependence of all people, groups and the environment and being able to establish a collective project structured by secular and democratic views to improve the lives of all people in Quebec.
Sexuality Education in CCQ Themes
Module 7.6
CCQ prioritizes a comprehensive, positive, and inclusive view of sexuality.
This approach aims to help young people not only gain knowledge but also cultivate respectful and egalitarian attitudes and behaviors. The education is grounded in values like equality among different sexes and genders, respect for diversity, and respect for individuals' physical and psychological integrity, as well as fostering a sense of responsibility and well-being
While teachers have the flexibility to present the themes and content of the program in any sequence they prefer, it is advisable to plan the sexuality education curriculum thoughtfully. This planning helps prevent the most sensitive and intimate topics from being introduced too early or too late in the school year. For instance, subjects related to violence prevention should not be the first or last topics covered. It is better to begin and conclude with positive content, such as egalitarian relationships and mutuality, rather than more sensitive themes
Here are the learning intentions, good practices, concepts of sex and gender and the CCQ's contribution to the prevention of sexual violence, and the elements of the content which are related to sex and gender, and violence by grade level.
Module Summary
Take a moment to reflect on your learning throughout this module.
What is your main takeaway from the learning content presented in this learning module?
How has the module on Sexuality Education enhanced your understanding of sexuality education and its importance in elementary school?
How can you allow for self-reflection about attitudes and perceptions related to sexuality to aid in your teaching practices?
What barriers, such as taboo topics, cultural situations, and time restraints have you identified in teaching sexuality education?
What is an area that you would like to (or need to) learn more about?
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