Controversial issues in schools policy

The Department’s Controversial issues in schools procedures provide direction and guidance on managing controversial issues arising in schools.

All schools in NSW are required to teach courses of study in accordance with the outcomes of syllabuses developed by NSW Education Standards Authority.

Some aspects of PDHPE may be viewed as sensitive or controversial, such as learning about abuse, child protection, drugs, respectful relationships, sexual health, sexuality, and violence.

Principals are responsible for the delivery of curriculum, school programs and activities, inclusive of the study of controversial issues. This includes the approval of content and supervision of activities delivered by external providers.

Advice when communicating with parents and carers

The NSW Department of Education provides detailed guidance and advice on communicating with parents and carers about controversial issues. This includes a series of sample letters and templates (under the heading 'Supporting tools and resources'), which can be accessed and modified by schools and Principals as required. Further, the PDHPE Secondary Curriculum team has prepared a sample PDHPE information letter to communicate with your school community about your teaching and learning programs.

Evaluation of school programs indicates that, where parents and carers have an understanding of the program, students’ learning is improved.

When parents and carers wish to withdraw a child

Where parents and carers indicate they wish to withdraw their child from a school program or activity, student-organised activity, extra-curricular activity, excursion or incursion that is outside of, or is being run in addition to, the delivery of essential learning as stipulated by the syllabus, it is useful to negotiate which parts of the program or activity they are concerned about.

Alternative learning must be provided to students who have been withdrawn to address controversial issues.

Schools need a consultative process

If a parent or carer has concerns about what their child is learning in class, they should first:

• speak with their child’s teacher, who can provide them with further information about the curriculum
• speak with the school principal if they continue to have concerns.

Schools should implement a consultative process to ensure parents and carers have the opportunity to participate in discussions on both curriculum content and teaching and learning materials where appropriate to ascertain whether parts of the program need to be modified.

Establishing how parents will be informed about programs and involved in consultation is a school-based decision.

When to inform parents or carers about controversial issues

Principals should use their professional judgement to determine when it is appropriate to provide the option for parents or carers to withdraw their child from school programs and activities, student-organised activities, extra-curricular activities excursion and incursions addressing controversial issues using opt-out or opt-in consent forms.

Factors to consider when using opt-out permission forms include

• the link to the curriculum (NSW syllabus outcomes and content)
• link to school programs, learning objectives and student needs
• the number of students participating.

Schools must retain all returned consent or withdrawal forms in accordance with record keeping requirements.

If parents provide a response by phone, schools must keep a written record of the call (including, date, time, caller, recipient and consent).

Code of conduct

Teachers continually use their professional judgement to decide on the best strategies, resources and teaching and learning methods for any given situation.

In making these judgements, teachers must take into account the age, maturity, health and other characteristics of children and young people. They must also be aware that their own conduct at all times, must be keeping with that specified in the department’s Code of Conduct and of their role and responsibilities pursuant to it.

Effective teaching in PDHPE relies on positive relationships that are developed in a professional manner. Modelling respectful interactions is an important part of teacher and student interactions.

Child protection and wellbeing

All staff have a responsibility to recognise and respond to safety, welfare or wellbeing concerns for children and young people and inform their principal or workplace manager.

The Child protection – responding to and reporting students at risk of harm responding to and reporting students at risk of harm policy sets out the roles and responsibilities of staff in relation to child protection, including training, monitoring, evaluation and reporting requirements.

All staff have a responsibility to recognise and respond to safety, welfare or wellbeing concerns for children and young people and inform their principal or workplace manager. The Mandatory Reporter Guide (MRG) can assist in making an informed decision regarding child protection concerns.

More information is available on the Child Protection web pages.

Child protection awareness training

The Department requires all staff to participate in child protection training when they first start with the Department. This training is required for all staff, regardless of whether they work directly or indirectly with children and young people.

All staff must then complete an Annual Competency Check (ACC) to assess their understanding of their child protection knowledge and responsibilities. Registers must be maintained in schools and workplaces of all staff child protection training.

More information is available on the Child protection training webpage.

Audiovisual material in schools – procedures for use

Section 3 of the department’s Controversial issues in school policy provides advice for schools with regard to the use of audiovisual material including films, videos, DVDs and computer games classified by the Classification Board and Classification Review Board.

The use of classified films, programs and computer games in schools requires the approval of the principal. The principal may delegate the approval of the use of C, P, G, and PG material to an executive member of staff but must not delegate approval relating to use of M and MA 15+ material.