Sexual Health Education
Parents are often interested in knowing what it is their child is learning in the classroom, especially when it comes to their Sexual Health Education. Please see below for the details of the BC Curriculum Learning standards and content that will be covered in these sessions by grade group.
Kindergarten – Grade 3
Names for parts of the body, including male and female private parts (nipples, naval, anus, penis, testicles, vulva, vagina, scrotum and urethra)
Public and Privacy: what those mean and how we may act or dress differently in different places
Appropriate and inappropriate ways of being touched including modeling ways to say no or stand up for ourselves, and understanding boundaries
Strategies and skills to use in potentially hazardous, unsafe, or abusive situations; identifying trusted adults in children’s lives
Factors that influence self-identity: our families, beliefs, communities, cultures, etc. Differences are celebrated, each family looks different and each is beautiful.
Grades 4 and 5
Puberty!
The physical, emotional, and social changes that occur during puberty: varying ages of onset , growth, skin changes, hormones, menstruation, erections, nocturnal emissions, crushes and new attractions, rejection, being a good friend, breast development, body odour, sexuality and sexual identity, personal identity, mood swings, hygiene etc
Factors that influence self-identity, including body image and social media messages aimed at young people
Social etiquette: not speaking about others, especially other peoples' bodies
Grades 6 and 7
Puberty!
The physical, emotional, and social changes that occur during puberty: varying ages of onset , growth, skin changes, hormones, menstruation, erections, nocturnal emissions, crushes and new attractions, rejection, being a good friend, breast development, body odour, sexuality and sexual identity, personal identity, mood swings, hygiene etc
Factors that influence self-identity, including body image and social media messages aimed at young people
Social etiquette: not speaking about others, especially other people’s bodies
Practices that reduce the risk of contracting sexually transmitted infections and life-threatening communicable diseases
Influences on individual identity, including sexual identity, gender, values, beliefs and Relationships
Reproductive structures and functions
Grades 8 and 9
Healthy sexual decision-making (consent; how does one ‘get’ consent or give, what could it look like? Thinking about what to think about before sexual activity, barriers, contraceptive options available, vaccines, STI testing)
Influences of physical, emotional, and social changes on identities and relationships including: knowing when you're ready for relationships, healthy relationship traits and skills, identifying red flags in relationships, ongoing conversation about gender, sexuality,
Potential short-term and long-term consequences of health decisions including: protection from sexually transmitted infections, vaccines, types of condoms, forms of contraception
Sources of health information: a conversation about what exists, what would happen during appointments for sexual health, educational websites, Sex Sense Line, youth clinics etc
Consequences of bullying, stereotyping, and discrimination
Suggested for Grades 10–12
Demonstrate an understanding of the skills needed to build and maintain healthy relationships
Analyze practices that promote healthy sexual decision-making
Sources of health information: a conversation about what exists, what would happen during appointments for sexual health, educational websites, Sex Sense Line, youth clinics etc.
Potential short-term and long-term consequences of health decisions: including protection from sexually transmitted infections, vaccines, condoms, forms of contraception, pregnancy options
Healthy sexual decision-making (consent, sexting, thinking about what to think about before sexual activity, barriers, contraceptive options available, vaccines, STI testing)
Relationship styles