Curriculum and Instruction

8.2 Curriculum and Instruction

This part of the report examines the activities of education and health in regard to curriculum and instruction. Several sources have been used to develop criteria about the performance of the two systems relating to instruction. Research shows it is more effective when:

1. Required or mandatory learning outcomes are described clearly in the curriculum by the education authorities (King et al, 1990; Otis, 1996; Popham & Hall, nd; Canadian Association for School Health, 1996).

2. The required learning outcomes for HIV/AIDS, STD and sexuality are part of a comprehensive health or personal/social development curricula (Health Canada, 1994; Kerr, 1989; Neutens et al, 1991).

3. Students are offered additional opportunities to learn about HIV/AIDS, STD and sexuality in related curricula such as family studies, physical education and science (Institute of Medicine, 1997; Centers for Disease Control, 1997; Canadian Association for School Health, 1996).

4. Other opportunities for learning about HIV/AIDS, STD and sexuality are encouraged integrated with suggested interdisciplinary learning activities and curricula (King & Muthen, nd; Health Canada, 1994).

5. Non-didactic teaching methods are recommended and promoted; exemplars are included in the supporting curriculum documents (Ogletree et al, 1995; Saskatchewan Education, 1996; King et al, 1990; Shannon & McCall Consulting, 1990).

6. The instructional time required to learn about HIV/AIDS, STD and sexuality is stipulated and adequate to achieve the required learning outcomes (Connell et al, 1985; King et al, 1990; King & Muthen, nd; Butler, 1993; Centers for Disease Control, 1988).

7. The learning has been well-planned in an explicit, written instructional program, (comprised of required learning outcomes (curriculum), a recommended set of teaching methods, selected teaching/learning materials and a program of teacher inservice) that is approved by the school board, known by the school principal and followed by the teacher (King et al, 1990; Popham, nd; Health Canada, 1994; Allensworth, 1993).

8. The requirements of teacher pre-service training relevant to HIV/AIDS, STD and sexuality are made available to faculties of education for inclusion within teacher pre-service programs (Saskatchewan Education, 1996; Centers for Disease Control, 1988; Birch, 1994).

9. There is a diffusion or implementation plan (Jubb, 1989; Popham & Hall, nd) that includes provision to create supportive networks of school district and community contacts as well as ongoing exchanges among teachers (Beazley et al, 1996; Fullan, 1991; Deen et al, 1996).

10 Specific support for instruction is adequate including items such as:

  • funding or organized teacher inservice (Doherty-Poirier et al, 1994; MacKinnon et al, 1994; Harvey-Berino et al, 1998; Telljohann et al, 1996)

  • funding or provision of adequate teaching/learning materials (Haignere et al, 1996; Health Canada, 1994; Munro et al, 1994)

  • purchasing or copyright/site licenses for selected materials (Kulik & Kulik, 1991)

  • funding or support for electronic learning resources (Edmunds et al, 1987; McCormack, 1992)

  • support for innovations and pilot studies in curricula and instruction (Health Canada, 1994; Maclean, 1996)

  • use of electronic communications to facilitate exchanges among teachers (Milio, 1996; World Health Organization, 1997)

  • agreement on the roles of the public health nurse in instruction (Bradley, 1997; Canadian Public Health Association, 1990)

  • adaptation of teaching materials/programs for gay/lesbian/bisexual students, students with disabilities, ethnocultural minorities and at-risk students (Scottish Health Education Group, 1985; Canadian Public Health Association, 1993)

11. Parental involvement in education and instruction is actively encouraged, implemented and monitored (Perry et al, 1989; Kelsey et al, 1998; Brock & Beazley, 1995; Popham & Hall, nd).

12. The involvement of community-based organizations, the local media and community leaders is encouraged, implemented and monitored (Scollay et al, 1992; Centers for Disease Control, 1988; Fertman, 1988; Canadian Public Health Association, 1993).

13. Youth or student leadership through empowering opportunities related to sexual health promotion is supported, implemented and monitored (Shannon & McCall, 1997; Warren & King, 1994; O’Hara et al, 1996; Caron & Otis, 1996; Carr, 1996).

14. Positive teacher attitudes, beliefs as well as appropriate levels of comfort and confidence are supported, implemented and monitored (Hamiliton & Levenson-Gingiss, 1989; Popham & Muthen, nd; Friesen et al, 1988; Health Canada, 1994).

Note:

For the purposes of this study, we have used the term "health curriculum" synonymously with personal and social development curricula that are present in several jurisdictions. These curricula are often combined with career education in several provinces. Some jurisdictions have recently decided to combine health education with physical education, but these changes started to occur after the survey for this study was completed.

For the convenience of the reader, the contents outline for this section of the report is reproduced here.

Well-planned Instruction

This part of the report addresses the planning of the curriculum and instruction.

Summary of Results Related to Well-Planned Curriculum and Instruction

Almost all education ministries reported that health education is mandatory from grade three to grade nine. Most education ministries require sex education within the grade seven, eight or nine levels. A slightly higher proportion of education ministries require that HIV education occur at those same three grade levels.

However, only three-quarters of school district say that health education is mandatory from grade three to grade nine. About 60% said that sex education and HIV education were mandatory in the junior high school grades. Only about half of school principals said that health education was mandatory up to grade nine. About two-thirds of school principals said that sex education was mandatory within the three junior high grades and about one-third of school principals said that HIV education was required. Students can also learn about HIV in optional courses at the junior and senior high school levels.

All jurisdictions allow parents to have their children opt out of sex education, but school principals said that only 1.4% do so.

About half of the education ministries stipulate or recommend a minimum time for sexuality instruction. On average, 8.2 hours per year is recommended or stipulated. Teachers report that they teach between three and eight hours on average, depending upon grade level.

All education ministries and about half of the school districts said that they recommend selected teaching methods for sexuality education. Teachers report that they are using traditional methods, with a minority of teachers using methods such as role-playing, theatre and student journals.

HIV education is almost always delivered within a sexuality theme which is part of a health education curriculum. Three-quarters of teachers said that they followed the ministry curriculum. About one-quarter of public health nurses said that they regularly help schools to cover more than the prescribed curriculum.

Only one education ministry reported that it requires pre-service training for its sex education teachers. About 40% of sex education teachers have a major or minor in health, physical education or family studies. About 30% have no pre-service training relating to HIV/AIDS, STD or sexuality.

A minority of education respondents said that they are actively supporting interdisciplinary activities that are cross-curricular. As well, a minority of education respondents offer incentive funding to support the dissemination of pilot or exemplary initiatives in sex education.

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