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This course examines current debates, issues and practices of sexuality education. Students will explore the historical and contemporary influences on the delivery of sexuality education and develop extensive knowledge in relation to sexuality and sexual health practices. A strong focus will be on examining and reframing debates around the nature of sexuality education content and delivery underpinned by an exploration of ethical values and mental health. Topics will include interpersonal skills to enhance relationships, pleasure pedagogy, deconstructing relationships, gender, the sex industry, sexuality and disability, safer sex
1. Identify theoretical concepts, current research and best practices that underpin effective sexuality education and sexual health promotion. 2. Demonstrate an extensive knowledge base of sexuality and sexual health content.3. Demonstrate a variety of skills and strategies designed to develop a healthy sexuality across all age groups in Aotearoa/New Zealand.4. Develop culturally appropriate communication methods and techniques for specific groups and settings.5. Critically evaluate the impact of socio-cultural factors, including media/technology/online material on the sexuality and sexual health of people across a range of cultures.6. Identify and critique a wide range of health education strategies, including online health promotion tools and community agencies that support positive sexuality.
HLED121, HLED122
Tracy Clelland
Workshop Facilitation will be due the week of September 22 (approx.)Exam will be held in Exam week (October 20 onwards)
Allen, Louisa; Young people and sexuality education : rethinking key debates ; Palgrave Macmillan, 2011 (Chapters 5 & 7).
New Zealand; The teaching of sexuality education in years 7 to 13 ; Education Review Office, 2007 (Good practice).
New Zealand. , Gluckman, Peter D; Improving the transition : reducing social and psychological morbidity during adolescence ; Office of the Prime Minister's Science Advisory Committee, 2011 (Chapter 10. Sexually healthy young people).
Course ReadingsAllen, L. (2009). Looking at the real thing: Young men, pornography and sexuality education. Studies in the Cultural Politics of Education. 27(1), 69-83.Batchelor, S., Kitzinger, J., Burtney, E., (2004). Representing young people’s sexuality in the youth media. Health Education Research. 19(6), 669-676.Brunton, C., & Abel, G. (2004). Young people’s use of condoms and their perceived vulnerability to STI’s. Australian and New Zealand Journal of Public Health. 29(3), 254-260.Halkett, G. (2008). All my dad said was to stay away from boys. FPA, Christchurch NZ.Martino, S., Collins, R., Elliott, M., Strachman, A., Kanouse, D., & Berry, S. (2006) Exposure to degrading vs non-degrading music lyrics and sexual behaviour among youth. Pediatrics. 118; e430-e441.Strasburger, V. (2005). Adolescents, sex and the media: Ooooo, Baby, Baby-a Q&A. Adolescent Medicine Clinics. 16(2), 269-388.United Nations United Nations Educational, Scientific and Cultural Organization (2009). International Technical Guidance on Sexuality Education. An evidence-informed approach for schools, teachers and health educators (Volume 1).p.2. Paris: UNESCO.WHO Regional Office for Europe (1999/2001). Definitions and indicators in family planning, maternal and child health and reproductive health used in the WHO Regional Office for Europe. Copenhagen. (www.euro.who.int/reproductivehealth)
Library portalhttp://learn.canterbury.ac.nz
All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations.
Assessment items will be given a mark, and final grades will be calculated and reported using the UC Common Grading Scale. Grade GPA MarksA+ 9 90 – 100A 8 85 – 89A- 7 80 – 84B+ 6 75 – 79B 5 70 – 74B- 4 65 – 69C+ 3 60 – 64C 2 55 – 59C- 1 50 – 54D 0 40 – 49E -1 0 – 39Student's final grades will be determinded by adding the marks awarded for each assignment.
Attendance at class sessions is expected throughout the course. Students must attend and participate in the course sufficiently to meet the learning outcomes.
Formal and informal evaluation will take place in accordance with the relevant Course Evaluation Policy, to provide feedback to teaching staff about the relevance and validity of what has been learned as well as the quality of course delivery.
Departmental quality assurance for all courses on a rotational basis.
Work handed in after the due date with no extension granted is considered late. Late work will not be marked.
Written assignments must be word processed in Times New Roman 12 point font and double-spaced. Assignments should not be presented in clear files. Keep a copy of all assignments
Under exceptional circumstances (eg illness, accident, bereavement or critical personal circumstances) individual students may be granted an extension of the due date for an assignment. There is, however, a limit to the length of time that an extension can be granted and this should be negotiated with the relevant lecturer in the first instance. Extensions will not normally be given for longer than one week from the due date, unless exceptional circumstances prevail. Extensions are not granted automatically to students. Requests for extensions should be emailed to the lecturer at least two days prior to the due date for the assignment. Relevant evidence such as a medical certificate or a letter from a counsellor may be required in order for the lecturer to make a decision about whether or not to grant an extension. A copy of the lecturer’s email confirming the extension (if granted) and any supporting documentation must be attached to and submitted with the assignment. Extensions will not normally be granted because of pressure of university study, eg several pieces of work being due at about the same time. Students are encouraged to plan their work in a realistic manner and in advance so that they can meet their assessment deadlines.
Resubmissions of assignments are not permitted in this course.
Students should refer to Regulation H of the General Course and Examination Regulations.
On Campus Assignments submitted via Learn Students will be expected to submit their assessment via the online assessment system in the Learn (Moodle) class site by 11.55pm on or before the due date. The lecturer may also ask students to submit assessment work through the software Turnitin, to check for plagiarism. If this option is available students will submit work through Turnitin and obtain a report, after submitting assignments for marking via the Learn site.It is the responsibility of the students to check their Internet access and ability to submit their work via the online system. Any technical difficulties should be notified well in advance of the due date so that assistance can be provided or alternative arrangements can be negotiated. If you require assistance, please email ictservicedesk@canterbury.ac.nz, or phone 366 7001 ext 6060.
Domestic fee $672.00
International fee $3,563.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
This course will not be offered if fewer than 20 people apply to enrol.
For further information see School of Sport and Physical Education .