Curriculum Planning

Instruction will be tailored to the students’ ages and level of development. Overall, each student will receive 5 to 15 hours of sexuality education per year.

Coordination of curriculum planning is the responsibility of the school administration. The plan is approved on a yearly basis by the governing board.

Planning sexuality education activities involves distributing the workload in accordance with the competencies and interest of the teachers and the complementary educational services staff (psychologist, psychoeducator, spiritual life and community involvement animator, specialized educator, social worker).

When sexuality education depends on more than one person:

  • the teachers and non-teaching professionals can help each other
  • the school always has expertise it can draw on (because a number of teachers and complementary educational services personnel are involved)
  • students may find someone from among the teachers, health professionals and people from community organizations with whom they feel comfortable when they need to talk
  • everyone at the school is more knowledgeable about the approach to sexuality education

We know from research on sexuality education that:

  • integrating sexuality education into the school’s overall planning is more effective than confining it to one subject
  • this enables us to respond better to students’ needs while making better use of the expertise available in the school
  • certain countries that have been using this approach for years are among those with the lowest rates of STBBIs and unwanted pregnancies

Planning framework examples

Elementary 4 students







Identity, gender stereotypes and roles, and social norms

Emotional and romantic life

Sexual growthfootnote [1] and body image

Sexual growth and body image

How much time?
(5 to 15 hours per year)

2 periods of 90 minutes each

120 minutes

2 periods of 60 minutes each

90 minutes

By whom?

Cathy, a homeroom teacher, works with David, the other Elementary 4 homeroom teacher

Ann, a spiritual life and community involvement animator

Margaret, a psychologist, working with Luke, a school nurse

Cathy, a homeroom teacher

What is the learning content?footnote [2]

Importance of harmonious relationships between girls and boys


Influences on the way boys and girls express themselves (personal preferences, peer pressure, social pressure)

Representations of love and friendship


Behaviours that foster or interfere with getting along in interpersonal relationships

Main changes in boys and in girls brought about by puberty

Positive feelings and concerns with regard to growing up


Why this person?

Cathy knows her students well. Every day, she sees how they interact, how boys and girls talk to each other. She intervenes to settle conflicts or point out where there is a lack of respect. She knows how to approach the subject to help them understand the importance of harmonious relationships between the sexes.

The students really like Ann. On several occasions, such as during a Valentine’s Day activity, they have talked about love, friendship and interpersonal relationships with her. Ann is qualified to talk about these issues.

Margaret fully understands the feelings that students may have about puberty. She can help them accept these changes.


Luke fully understands the physical changes brought about by puberty. He knows the right words to use to explain these changes. His goal is to prepare the students for what they are going to experience, reassure them and calm their fears.

Cathy wants to use this discussion with the students to review the learning content covered in sexuality education over the year. She taught these students during previous years and knows the kind of questions they ask about the physical changes they are experiencing.

1. Physical and psychological changes related to a person’s development. End of footnote (Return to text)

2. This planning framework does not cover all the content in Elementary 4. End of footnote (Return to text)

Secondary II students







Emotional and romantic life

Sexual activity

Sexual violence

STBBIs and pregnancy

How much time?
(5 to 15 hours per year)

2 periods of 75 minutes each

2 periods of 75 minutes each

90 minutes

75 minutes

By whom?

Jonathan, a spiritual life and community involvement animator

Julie, an ethics and religious culture teacher

Stephen, an English teacher working with a community organization

Joseph, a science teacher, and Nicole, a school nurse

What is the learning content?

Challenges specific to dating relationships in adolescence

Sexual activity in adolescence and possible influences  (desire, emotional commitment, peer pressure and media influence)

Impact of myths and prejudices about sexual assault and reflection on the notion of consent

Importance of taking responsibility for one’s sexual and reproductive health

Why this person?

The students have already had discussions with Jonathan about dating relationships. He is available to students in the school outside of class time, and engages them in discussion.

Julie is used to having her students reflect on various subjects. She has an open-minded attitude that the students appreciate.

Stephen wants his students to think and write about the subject. The community organization has expertise in this area, in addition to a resource person who is comfortable talking about the subject and able to do so tactfully.

Nicole and Joseph meet with students in different contexts. Nicole meets with them individually in her office. Joseph has a good understanding of the students in his class and knows the type of atmosphere that makes it easier for them to participate. By working together, Nicole and Joseph pool their expertise and knowledge.

Appreciation Form

Appreciation Form