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"Thank you so much for being a fantastic presenter throughout my childhood. You have really influenced good things into my life and have helped to make me a respectful young lad. Thank you!"
Year 12 Student who journeyed with the program from year 1
What is Family Life Education?
What is Family Life Education
Family Life Education (FLE) is an undertaking in human formation that first and foremost understands that family is the primary environment/relationship where the human person is formed and nurtured. It is here we learn to be human; learn our morals, values and beliefs; and, learn to love.
Family Life Education also recognises that family is not the only influence in the affective sexual maturation of the human person. Community and society have their influence as well. Schools constitute a significant proportion of a young person’s life and can be understood as a community too. Affective maturity refers to a knowledge of dependency upon others whilst being capable of undertaking obligations towards themselves, others and the world in a responsible, free, autonomous and loving way. A similar concept is emotional maturity, although the definition is narrower the process of attainment is closer to the definition of affective maturity.
Families, communities, and society need assistance[1] sometimes in order to function effectively and achieve their desired outcomes[2]. Therefore, Family Life Education seeks to support families in their responsibility and facilitate healthy opportunities for school communities and parents to work together on sensitive topics such as the affective sexual maturation of young people into adulthood.
The Family Life Education Program has been in operation since 1996, the program has been developed over this time through research and experience, together with feedback from parents, students, teachers and other stakeholders.
Facts are presented honestly and openly in a manner that can be understood and accepted without enlightening the student beyond the needs of their intellectual and physical maturation. It needs to be stated that ‘Health Outcomes’ are not the primary focus of this program. However, in working with the student to foster a character that values the physical, emotional, and spiritual aspects of human sexuality, choices based on these values will necessarily inform better ‘health outcomes’ as the student will have reason and the inclination to make better choices.[3][4]
[1] Goldfarb, E.S. and Lieberman, L.D., 2021. Three decades of research: The case for comprehensive sex education. Journal of Adolescent Health, 68(1), pp.13-27.
[2] Nurgitz, R., Pacheco, R.A., Senn, C.Y. and Hobden, K.L., 2021. The impact of sexual education and socialization on sexual satisfaction, attitudes, and self-efficacy. The Canadian Journal of Human Sexuality, (aop), p.e20210028.
[3] Vujcich, D., Lyford, M., Bellottie, C., Bessarab, D. and Thompson, S., 2018. Yarning quiet ways: Aboriginal carers’ views on talking to youth about sexuality and relationships. Health Promotion Journal of Australia, 29(1), pp.39-45.
[4] Jabareen, R. and Zlotnick, C., 2021. The Cultural and Methodological Factors Challenging the Success of the Community-Based Participatory Research Approach When Designing a Study on Adolescents Sexuality in Traditional Society. Qualitative Health Research, 31(5), pp.887-897.
The Wonder of Living Program
Years One to Three
The Wonder of Living program is genius in its simplicity. This program gets it name from the video resource utilised during the session [1]. It provides the students with a fun and engaging session talking about babies and answering any questions; and encouraging them to go home and ask their parent/carer about their story of life, or any other question about babies they may have. This simple approach respects that each student has their own story and unique family with a wide range of diversity, the movie that is shown is only one person’s story. The discussion about babies is made age appropriate because the children ask the questions. Furthermore, the session is not learning outcome driven, the positive engagement with topic is the outcome.
Session Outline:
1. Introduction
2. Movie (with focus questions)
3. Answer focus questions
4. Transition to foetal development models and questions
Although the session looks simple and easy to deliver, it does require extensive training to be able to manage questions in the ‘right’ way that is also accurate, sensitive to developmental topics and supports the parental relationship and the needs of the child (and class). Family Life Educators receive this training.
Movie Descrition
"Erica and Jim and their two children, Lisa (9) and Daniel (6) are eagerly awaiting the arrival of a new baby. Daniel, in particular, has many questions and his parents share with him and his sister the wonderful story of how life in the womb grows, by reliving the time of Daniel’s own development and birth." [1]
[1] Rate, A., Kearney, J., MacMahon. Wonder of Living Series. Open Doors Counselling. Melbourne.
Feedback
“The movie was age appropriate. It was good to use as a start for talks about babies.”
(Year 1 Parent)
“Very age appropriate, very entertaining. I liked the ‘naturalness’ of the movie content. Descriptive words were age appropriate. Got the story without too much detail.”
(Year 2 Parent)
“Best thing that you could introduce into the school. Very informative for the children.”
(Year 1 Parent)
"It was very informative for the children & John is easy to listen to. My grade 5 child said "John was so cool & funny!!" Good work!!"
(Year 2 & 5 Parent)
"I was pleased to see that proper terms were used and no euphemisms, and that intrauterine development and birth are great and not shameful. Well done."
(Parent, OBGYN Dr)
"The movie content was explained very well. The language used was appropriate to this year level. The children’s questions were answered positively and the children seemed confident when asking questions."
(Year 2 Teacher)
The Wonder of Living Program
Years Four to Six
This movie builds on the foundation of movie one. The information in the movie is merely an introduction to physical realities (i.e. all the body systems) and the topic of sexual intercourse is dealt with as a natural extension of Lisa’s questioning about the body. However, in order to answer the questions, it places the discussion in the context maturity, committed relationships and family.
In addition to this movie the children are again led through the life of a baby inside the womb by the use of foetal development models. With a growing understanding of human sexuality appropriate to their intellectual needs, engaging the models is a way of addressing more questions the children may have. This use of models creates a personal environment where the children feel secure to ask questions. It is important to note that if questions are asked that are deemed ‘inappropriate’, they are responded to with the answer “I’ll answer that for you later” and the parent/teacher should be present for the answer.
Movie Desription
"We spend some time with Lisa, her friend Lim and their families and other friends, and learn more about: our amazing bodies and how they function; the importance of trusting relationships; the unique role of the family; sexual intercourse and reproduction; love and responsibility; our health, our safety and our choices."[1]
[1] Rate, A., Kearney, J., MacMahon, E. (2006). Wonder of Living Series. Open Doors Counselling. Melbourne.
Feedback
“Excellent movie children need/must watch to understand the importance of body parts and how it works.”
(Year 5 Parent)
"It was a good presentation for children to learn about their body and also, relationships. Specially. Presenter made it fun and interesting for the students."
(Year 4 Parent)
"A very age appropriate video with excellent content, well explained. Students were very attentive during the video. The presenter asked great questions and guided with appropriate answers and explanations. She kept students interested and focused."
(Year 4 Teacher)
“One of the best programs I have seen. Students were engaged and the presenter involved students and made them comfortable with discussion. Mixture of video and discussion great.”
(Yr5 Teacher)
Puberty Talks
Over the years, the Family Life Education program has developed gender specific puberty programs that work. It has proven to be comprehensive and delicate, yet robust enough to engage a wide spectrum of children at varying levels of education, sensitive to people’s situations in life.
Year 5 "What is to come"
The aim of Puberty talks in Year 5 is largely preparatory; ‘What is to come’. As many children have not really started experiencing the ‘sexual’ components of the pubescent changes, the main focus is on hygiene during puberty, and some emotional ‘mood’, changes that they can expect including tools on how to navigate puberty. Again as with many previous sessions, one of the functions of these talks is to dispel any myths and misconceptions the children may have about themselves, physically and sexually. Correct age appropriate and honest information delivered at the opportune time can help prevent un-helpful physical and sexual curiosity. Re-framing adolescence as a positive experience and de-constructing the notion that teenagers have to be rebellious, angry and do anti-social things has a measurable impact neurologically on functional maturity in relation to risk taking. [1]
Year 6 "Things are Changing"
As many children by this stage have started to experience some of the changes that come with puberty, this talk focuses more in depth on the emotional side of puberty changes, including some of the pitfalls to be avoided, particularly in the area of relationships (of all kinds, particularly friendships), sexuality, and physical attraction. It is often by this age children also have many questions that they are too embarrassed to ask their parents or anyone else that they know. Providing the opportunity for children to ask a trusted adult these embarrassing questions, safe in the knowledge that it won’t have any negative social consequences, is not only prudent but entirely necessary. In this age of information, a child will investigate the answer to their questions themselves, information is at a child’s fingertips. The main issue with this at this stage of their development is the information they source may not only be inaccurate but may also be harmful and damaging to their level of maturity and sexuality. Often information sourced from the internet is not targeted at prepubescent children and will sexualise the child.
The information addressed at this level of the program is timely and accurate, and nothing is said that the children have not been prepared for. It is the attempt to answer all questions so as to dispel myths and misconceptions, but responses are measured and sometimes delayed based on the maturity of the class and the type of question asked. However, if a response is required (and often it is better to give an answer even to inappropriate questions) the student is asked if they would like an answer to that question “I can answer that for you after class”. Throughout the puberty changes presentations it is always encouraged and recommended that the children talk to their respective parent on questions to do with puberty and sexuality, and are encouraged to have ready a list of trusted adults to whom they feel comfortable to discuss sensitive topics with.
[1] Qu, Y., Pomerantz, E. M., McCormick, E., & Telzer, E. H. (2018). Youth’s Conceptions of Adolescence Predict Longitudinal Changes in Prefrontal Cortex Activation and Risk Taking During Adolescence. Child Development, 89(3), 773–783.
Feedback
“I learnt to talk about it and to know there is nothing wrong with you, you are alright."
(Year 5 Girl)
"I learnt to talk about it and to know there is nothing wrong with you, you are alright. I liked the teacher and things we learnt."
(Year 5 Boy)
"The girls responded well to the presenter who spoke of highly relevant issues for this age group in a respectful, appropriate way. Thanks"
(Year 5 Teacher)
"The presenter presents with understanding & honesty and his rapport encourages openness and the students felt safe to discuss issues. Excellent!"
(Year 5 Teacher)
“It was good of him to teach us about something we wouldn’t usually talk about, it was interesting.”
(Year 6 Boy)
“I learnt about all of the ways our body will change and I feel a lot more confident about being prepared because now I know how to be prepared."
(Year 6 Girl)
"I learnt/enjoyed gaining knowledge on what is going on in my life right now and I've gained much stronger respect for my body."
(Year 6 Girl)
"The Presenter was warm and engaging: she was spot on with content and interaction. The girls really appreciated this and would have gained a lot."
(Year 6 Teacher)
Sexual and Reproductive Health
Sexual and Reproductive Health - Years 7 to 9
Over the three years of development, these sessions focus on the whole person physically, emotionally and spiritually. These sessions understand sexual health to be a holistic concept; keeping in mind the term sexual is not in any way a simple focus on sexual intercourse; but rather a much larger concept, including things such as understanding self, interests, culture and belief; and, how these factors influence behaviour towards others and in relationship with others.
The aim of this series is to impart an understanding of the biological reality of human sexuality in the context of the marvel of creation. This does not replace what is taught in physical education curriculums nor is it doubling up. What is taught is focussed on the intricacies of the reproductive system and the marvel that it is. All content is focussed towards fostering an understanding of the value and dignity that resides within each of us. This understanding begins to inform the teenager of the decisions that he/she has to make and how these can affect them as a person physically, emotionally and spiritually, both now and in the future.
Year 7
Girls
This session follows on from puberty talks received in year 6. It goes into more detail around the female cycle and offers helpful insights in how best to manage their cycles (including mental health). More information is provided in regards the physical changes of puberty and also includes how to protect ones fertility, highlighting choices that can effect fertility now and later.
Boys
This session’s physical focus is on combined fertility. Therefore, it explains the female reproductive system and fertile cycle; the male reproductive system and sperm production; and discusses foetal development. The aim is to foster a healthy understanding and valuing of the human body. At each point in the presentation, the framework consists of 1. Here are the facts 2. Here are the potential issues 3. What choices do we need to make? The session ends with a discussion on what do you feed your mind? i.e. media consumption, types of relationships, music and will also cover the effect of pornography at an age appropriate level. The main aim is to help the boys consider, in light of their value, what choices do they need to make in order to be healthy; physically, emotionally and spiritually.
Year 8
Girls
This session expands the concepts of sexuality and reproductive health, opening up the understanding to consider them from a holistic perspective; physically, emotionally and spiritually. Practical content includes breast development, breast checking and bras (correct usage and the dispelling of myths). Once again, the reproductive cycle is explained and discussion includes hints and tips for periods; managing difficult cycles and managing painful periods. Male fertility is explained, as is combined fertility and foetal development. As with all sessions, choices are the focus and as such discussion surrounding responsible choices, whole personal health in regards to relationships and mental health (what do you feed your mind?) ensue.
Boys
This session is designed to focus attention on our responsibility to protect the integrity of our bodies; physically, emotionally and spiritually. To do this the session recaps briefly on sperm production and the need for testicular self-examination (early detection of testicular cancer). The session then intentionally talks about a number of myths that impact on male behaviour; penis size, and female breast development. At each point, the topic is explained and facts are given to dispel myth. The discussion surrounding penis size includes self-esteem, masculinity, penis function, ejaculation process (endoscopic video support) and always concludes with the question what is my responsibility and what are my choices. Breast development, Female reproductive cycle and combined fertility topics are designed to foster and challenge the students towards respect for females highlighting the interconnectedness between males and females and how male attitudes towards females can have present and future impacts (and visa versa). The session concludes with what are our responsibilities and choices in regards to our fertility and relationship behaviour.
Year 9
This session is a summary session specifically designed to highlight the difficulties of decision making during adolescence and provide tools to help the teenager to make the logical decisions they truly want to make. To achieve this, the session focusses on the mechanics of choice making; expressly how choices are made in the brain. The session highlights the stages of brain growth and development including the impact on choice for the adolescent. Specifically, this session focusses on how states of emotional arousal, including peer pressure, sexual desire etc. impact rational decision making in the adolescent brain and provides a reflective tool for assisting in the process when adult help is difficult to source. This session then provides us the tools and understanding to explore the concepts of STI’s, fertility management and sexual ethics in the senior years.
Feedback
"The presenter explained the information really well she spoke really clearly and is really nice. Thank you for telling us this information it has helped me a lot."
(Year 7 Girl)
"John did a really good job answering questions and was funny"
(Year 7 Boy)
"She is very good and has a lot of stories and I will remember this lesson for a long time.”
(Year 7 Girl)
"John is a legend and he provides information without it being boring. Please come back next year!!"
(Year 7 Boy)
"I learnt how a baby is made and how many days a period goes for. I liked this talk because I learnt so much. Talicia thoroughly explains things and its very helpful! Thank you."
(Year 8 Girl)
"Very informative, great presenter and your dad jokes are awesome"
(Year 8 Boy)
"Very informative and the presenter was lovely, funny & kind."
(Year 8 Girl)
"The humour tat was incorporated made it much less awkward and made us more comfortable"
(Year 8 Boy)
“It was very informative and easy to understand. I will take a life lesson from today. Thank you!”
(Year 9 Girl)
"It was a mad sesh and he was a good bloke. As well I learnt good things."
(Year 9 Boy)
"I liked how she was very relatable and told her own stories. She was very kind and trustworthy. She made me feel comfortable"
(Year 9 Girl)
"I liked how it was giving information and how it wasn’t telling us what to do but giving the right information to make the right choices"
(Year 9 Boy)
Year 10 Life, Love and Responsibility
By this stage of a teenager’s development the more physical aspects of human sexuality have become a locus of interest. According to the results of the 4th National Survey of Australian Secondary Students, HIV/AIDS and Sexual Health[1] of year 10 students 69.4% of males & 71.1% of females have experienced deep kissing; 55.2% of males & 55.8% of females have experienced sexual touching; 32.4% of males & 34.3% of females have experienced oral sex. 27.1% of males & 27.6% of females have reported ever having sexual intercourse and just over 70% of yr 10 students reported having sexual activity of some form.
Human beings rarely differ in their basic needs and desires. We desire to feel accepted, loved, cared for, respected etc. These social desires and needs manifest in a raft of good and weird behaviours (peer pressure being one of them, which is not always bad). People in general want to live life, love well and be responsible towards themselves and others. However, sometimes we need to be challenged to look again at the decisions we make (or want to make) and consider outcomes and what will help us avoid the ones we don’t want. This session focusses on potential outcomes of sexual behaviour and facilitates students to consider their personal boundaries and what protects their dignity and others. Sexually Transmitted Infections is the primary consequence considered, whilst others can be included.
[1] Smith, Agius, Mitchell, Barrett & Pitts. (2008). 4th National Survey of Australian Secondary Students, HIV/AIDS and Sexual Health.
Feedback
"It was great, the presenter made us all feel a lot less awkward, and made the topic much easier to talk about"
(Year 10 Girl)
"It was great, a classic stitch up at places, but real serious"
(Year 10 Boy)
"Good information. Made it enjoyable and less weird"
(Year 10 Boy)
"Loved your presentation as you made it fun and enjoyable"
(Year 10 Girl)
"It was full of good information and I will remember the information through life."
(Year 10 Girl)
Year 11 All Methods of Fertility Management
Fertility management is an important topic in its own right. Teenage pregnancy whilst less of a problem in Australia then it used to be[1] can still pose a significant challenge to those whom it effects. Although physical sexual activity has decreased somewhat with the rise of digital relationships and its associated challenges fertility management will never go away as a topic of interest in human relationships. This session reframes the discussion to its proper orientation. Relationships. The only reason people need to manage their fertility is because they are in, or plan to be involved in, some kind of relationship with someone of the opposite sex. Therefore, given the knowledge we have around the importance of sexual intercourse in committed relationships, whatever method one chooses to manage couple fertility, there are things to consider beyond method effectiveness such as relationship effects; positive or negative.
This session covers all methods of fertility management; chemical, surgical, barriers and natural. All information is accurate and contemporary as possible.
[1] Australian Institute of Health and Welfare, 2020, Australia’s Children: Teenage Mothers, Accessed from: https://www.aihw.gov.au/reports/children-youth/australias-children/contents/health/teenage-mothers
Feedback
“I liked how she wasn’t awkward, made it a comfortable environment, liked the stories.” (Year 11 Girl)
"Great presentation. Very relatable and comfortable to talk about anything very nice"
(Year 11 Girl)
"Really helped inform me on all methods"
(Year 11 Boy)
"Thanks for the help John. Many appreciate the great job"
(Year 11 Boy)
Year 12 Life Choices
The life choices program is the last in the series and as such is an opportunity for students to discuss those aspects of sexuality that they would like to address again or feel they haven’t covered. This direction from the students is the highest priority for this presentation and is usually a re-addressing of topics covered in previous sessions. The content of the sessions can vary depending on what contemporary focus seems most relevant to serve as the medium best suited to explore the concept of sexuality and life choices. The aim is to expand the reflective ability of the students in the area of a personal sexual ethic.
Feedback
"Very useful and helpful information; detailed and easy to understand"
(Year 12 Girls)
“Very good information. Very inspiring about fatherhood and responsibility.”
(Year12 Boy)
"A great presentation. Met the student needs. Addressed questions with a balanced view and respectfully. Students appeared comfortable to engage well with the presenter.”
(Yr12 Teacher, Girls presentation)
“Good Topics: made me think about myself. It was a good learning experience that will help me develop as a man and as a human. Thanks.”
(Year 12 Boy)
“These talks are very important and I do heavily believe porn should be warded off more then it is. It is morally wrong and ethically wrong. It is a disgrace.”
(Year 12 Boy)
"I liked the revision of previous information whilst also including new information"
(Year 12 Girl)
"The presenter was very factual and honest. It was really helpful and interesting to know about her past experiences. Thank-you"
(Year 12 Girl)
"Very beneficial the challenges john had for us enabled us to think and also explore deeper concepts and meaning "
(Year 12 Boy)
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