effective sex, relationships and HIV education curricula

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.
Content of the Curriculum29
6. Focused on at least one of three health goals: the prevention of HIV, the prevention of other STDs, the prevention
of unintended pregnancy
Curricula typically focused on susceptibility to HIV, other STDs, pregnancy, or a combination of these, emphasised
messages about health goals and motivated young people to avoid STDs and unintended pregnancy.
7. Focused narrowly on specifi c types of behaviour that cause or prevent HIV, other STDs, or pregnancy and
gave clear messages about them
Effective curricula repeated clear and consistent messages about sexual and protective behaviour. They
involved explicit discussion of sex or condom use, identifi ed specifi c situations that might lead to unwanted
or unprotected sex, discussed how to avoid or get out of such situations, and practised saying no to sex or
insisting on condom or contraceptive use. They described how to use condoms or contraceptives correctly
and how to overcome barriers to obtaining and using them. Messages were appropriate to the age, sexual
experience, gender and culture of the young people targeted by the programme.