Characteristics of Effective Evidence-based Curricul

Characteristics of Effective Evidence-based Curricula
The characteristics of effective sex, relationships and HIV education curricula have been identifi ed, reviewed and
updated. These comprise seventeen key features in relation to curricula development, content and implementation.
Curricula Development
1. Included people with expertise in different areas
For example, development teams often included those with backgrounds in: health behaviour theory, young
people’s sexual behaviour, theory of instructional design, development of activities to teach young people
about sexual topics, experience teaching about sex or HIV education, cultural knowledge, and evaluation.
2. Assessed the needs and assets of the young people they were targeting
Curriculum developers typically reviewed data on HIV, sexually transmitted diseases (STDs), pregnancy and
young people’s sexual behaviour, which helped to determine the specifi c health goals on which to focus,
together with the types of behaviour to address and the grade levels at which to do so. As necessary, this
data was supplemented with further qualitative data gathering.
3. Used a logic model approach
Teams used theory to develop logic models that: specifi ed health goals; identifi ed behaviour affecting those
goals; identifi ed factors affecting the behaviour; and developed activities to change these.
4. Designed activities consistent with community values and available resources
For example, in communities that valued abstinence, teams developed a curriculum that emphasised this.
Teams also took into account community resources such as availability of facilities and staff, staff skills, supplies
and time.
5. Conducted pilot tests on some or all activities
Many curriculum developers pilot-tested and modifi ed activities implementing the fi nal version of the curriculum