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dc.contributor.advisorBleeze, Rachel-
dc.contributor.authorHogan, Samantha J.-
dc.descriptionThis item is only available electronically.en
dc.description.abstractSexuality and relationships education have changed dramatically over the past few decades. A renewed emphasis on curriculum developers to embed sexuality and relationships education with a holistic human rights-based approach is of increasing importance. This involves developing skills to empower students to make informed decisions and navigate safe and fulfilling relationships. While there are governing documents to guide curriculum developers to develop such a curriculum, often these guidance’s are ambiguous in nature and lack robust instruction. Additionally, the problem so often in education is that there are no obligations for curriculum developers to evaluate or monitor the quality of their programs. Therefore, exactly how does SRE encompass a holistic human-rights based to sexuality and relationships education and empower young people to live healthier lives? The purpose of this research is to develop a response to such an inquiry. An evaluation will be conducted on a Sexuality and Relationships Education Program which was provided by the program facilitator. This research employs the theoretical methodology of an intrinsic case study approach to conduct this evaluation. As essential process of this research was the development of a conceptual framework. This framework incorporates evaluating the input, context, process, and product factors of the program and the chosen guiding documents. The development of this evaluation provided strengths and limitations of the Sexuality and Relationships Education Program that cultivate the concepts addressed in the program. Recommendations for the Sexuality and Relationships Education Program are provided to assist the program facilitator, and other curriculum developers, to implement effective programs that empower young people. Additionally, this research aids to instil the importance of conducting program evaluations as a critical aspect to any curriculum implementation. Conducting this research has led to program recommendations and suggestions and revealed alternative directions for research on strategies to address key concepts of sexuality and relationships in schools concerning key concepts, including pornography and consent, which many teachers are often too hesitant to address in the classroom.en
dc.titleEvaluation of a Sexuality and Relationships Education Program Taught in a Year 8 South Australian Classroomen
dc.contributor.schoolSchool of Education-
dc.provenanceThis electronic version is made publicly available by the University of Adelaide in accordance with its open access policy for student theses. Copyright in this thesis remains with the author. This thesis may incorporate third party material which has been used by the author pursuant to Fair Dealing exceptions. If you are the author of this thesis and do not wish it to be made publicly available, or you are the owner of any included third party copyright material you wish to be removed from this electronic version, please complete the take down form located at:
dc.description.dissertationThesis (MTeach) -- University of Adelaide, School of Education, 2020-
Appears in Collections:School of Education

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