Personal & Sexual Health

HYBRID MODEL FOR DELIVERY (and how much time to dedicate to sexual health)


It is expected that teachers will deliver the  basic/fundamental lessons in PHE about personal safety, decision making, technology, boundaries etc… K-10 using the ‘Kids in the Know’ (or similar) resource. To access online version of Kids in the Know, made an account using this link

  • Each school has a complete kit. Click here to order more materials (lots of free ones too).


For Grades 4+, for topics such as puberty, hygiene, sexual identity, STIs, sexual decision making, recommended resources include:


For  more complex topics (which may include puberty, sexual decision making, or sexual identity) experts may be utilized in some cases, to supplement the foundational work that teachers have already done.

  • NLPS partners with outside agencies like the RCMP, Red Cross, Haven, VI Crisis Society, and Island health with targeted prevention programs and student workshops.
  • See Agency Scope and Sequence Draft below.


The ‘Health’ component of Physical Health Education (PHE) accounts for 20-30% of PHE. An adequate amount of time is expected carved out for personal safety/sexual health content. Use the ‘Scope and Sequences’ below to help you plan.

Grades K-3: Six-Eight

Grades 4-6: Six-Eight

Grades 7-10: Eight-Eleven

Related Resources


2018/2019 NLPS SCOPE AND SEQUENCEStreamlined lessons, resources, prevention programs, outside agencies, and experts (see below)


Related Resources


It is recommended that all teachers deliver foundation lessons from the ‘KIDS IN THE KNOW’ (or similar) resource. All schools K-10 have this resource as of  2018. Please contact District Coordinator for more information.

  • To order more resouces click here
  • To access online version of Kids in the Know, made an account using this link

Parent Handouts (see very bottom of this tab)

  • K-3

Order Materials

Story Books 

Anatomical Images of Genitals for Teaching

  • Vulva, Intact/Circumcised Penis and Testicles: See bottom of this tab

Google Slides Presentations

Discussing Gender and Identity with K+

  • Lessons and Terminology (Gender Spectrum)
  • Story Books: ‘Introducing Teddy’, ‘I am Jazz’, ‘Red A Crayon Story’
  • Terminology and language for LGBTQ2S+

Personal and Sexual Health Lessons


  1. Do activities with students from one of the printable activity resources

Print and distribute one of the student guides for each student

Pick a lesson/activity from

Puberty Videos:

Puberty lesson modeled by an trained sexual health educator

Mental Health Resource Centre (Drugs, Substance Use, Lesson Plans)

Health Modules

Printable Colouring/Activity Books for Kids

Printable Posters


Online Certifications for Youth

Personal Safety Skills (Kids in the Know) Printable Posters

Kids in the Know Activities

Related Resources


This website  can easily be translated into Arabic using the ‘world’ icon in the top right corner. Unfortunately it doesn’t translate the word and pdf docs automatically.

Here is ‘Is that Legal’ for grades 6-12 about consent, online safety, rules about sending pictures on phones and sharing intimate images

This is what to teach at teach grade. It can be translated using google translate . It breaks down what needs to be taught at each grade level.

For access to health information through health link BC

Translated Health Link 811 fact sheet for access to health services in BC

Immunization info

Below are sample letters home for parents about what sexual health education is in schools, that we had translated into Arabic by our interpreter Moy (see attached)

Related Resources

QUICK TIPS TO CREATE INCLUSIVE ENVIRONMENTS (with gender and orientation in mind)

When teaching about BODY PARTS use phrases like:

  • “This body has a penis”…. “this body has a vulva” (not this is a girl’s body and this is a boy’s body)
  • “Some bodies” look like this (not, all girls look like this…)

When teaching about PUBERTY

Acknowledge that the reproductive system in a body that has a vulva is different than a body that has a penis. What body parts you have will determine the changes that happen to your body during puberty. For a trans person they may take hormone blockers or take certain hormones which will allow their changes to reflect that of their gender identity. We often describe these as puberty that happens to girls bodies and puberty that happens to boys bodies, but can say ‘puberty changes for bodies that have ovaries/testicles’ etc.

When teaching about FAMILIES

  • Some families (not assuming all families are the same…)
  • Caregivers (not assuming always Mom and Dad)
  • Your safe adult (not assuming always a Mom and Dad)

When teaching about sexual decision making

When teaching about ways to lower risks of STIs and pregnancy, do not only give examples of vaginal sex: penis-vagina. All types of sex carry some risk, not everyone will have every type of sex in their lives. It’s important to know the risks of oral, vaginal, anal sex and know how to lower risk for each.


  • Being honest with children in public school from the start that we have all different kinds of people in our communities, including families with two moms, or two dads, and that’s just fine.
  • Also being honest with kids about the fact that gender isn’t determined by anyone or anything but ourselves. It’s a deep, internal sense of being male or female, or some some neither, or some identify as both!
  • Explaining that what body parts you have doesn’t dictate how you must act, what clothes you wear, colours you like, toys you play with, or even which bathroom you use. Sometimes this takes some extra reminding because of what children are told elsewhere, and because gender stereotypes and policing of gender are pervasive in our society.
  • Helping everyone to understand that what matters in the bathroom is safe, appropriate, and respectful behaviour, not what body parts you have.
  • Talking to children about the fact that some people know in their hearts and minds that they are a boy even though they have female body parts, or vice versa, and that’s just fine too.
  • Describing how what body parts we have does mean that our bodies may develop differently as we grow into adults, but what’s important is that this doesn’t determine our actions/choices, abilities, or rights.
  • Introducing the fact that some people are born with body parts that don’t look like typical male parts or typical female parts (intersex), but they’re just as healthy and human as everyone else. What someone has for private parts is private!
  • Ensuring that we all respect that, in general, what body parts someone has is none of anyone else’s business, and really shouldn’t matter anyway. Everyone is welcome in our public schools as long as they are respectful and accepting of all the diversity that exists there.
  • Making as much diversity visible as possible in lessons, materials, examples you give in lessons etc. including LGBTQ2SI+ people.
  • Respecting peoples’ pronouns.

Related Resources


Standard Ground Rules – Kindergarten to Grade 10 Language can adapted for older grades

This is ‘Body Science!’ Learning about the body is fun and it helps us:

  • Learn how to care for our own bodies
  • Understand our body belongs to us and our rights
  • Helps us get along with other people and not cause harm to anyone else
  • Teaches us how to get out of unsafe situations and who to go to for help

Be private: no using other people’s names, or personal stories. We only talk about our bodies with people we trust, and trusted adults. This information is only appropriate for your age group and older: do not share with younger kids at lunch who may not be ready for it.

Giggly wigglies: sometimes bodies are funny. If you have to laugh…follow the 3 second rule, take a deep breath and look at the ground until you can join the group again.

Use scientific terms and words: slang is ok, but always use scientific word as well. Teaching students proper terms is a sexual abuse prevention strategy and teaches a universal language of health.

“Interesting”: doctors never say things are gross, or say “ewww”. Instead they say “interesting…” it’s a good word to use when we don’t know what to say!

No personal questions. This rule saves a lot of embarrassing moments. It’s ok for students and teachers to not answer personal questions.

All other questions are ok: if a student is asking it, it means they have already been exposed to some sort of information. Take this opportunity to answer, in a timely fashion, in an age appropriate way, with the facts. Always come back to ‘safety’ in your answer to refocus the group.

Personal Safety and Sexual Health Poster for Educators

Related Resources


Lesson Plans and Resources Leeds: Puberty and Sexuality for Children and Young People with a Disability

Printable Resource Content:

  • Knowledge of self
  • Lifecycle
  • Baseline assessment and handwashing
  • Self esteem and body parts
  • Public, private, puberty and hygiene
  • Menstruation and wet dreams
  • Arousal, masturbation and dignity
  • Consent and assertiveness
  • Sexual intercourse and conception
  • Testicular and breast care

Lesson Plans and Resources Teaching Sexual Health .ca for Diverse Abilities

Alberta based website Grade 4-12 Content:

  • Practical knowledge including what parts of the body are private; an understanding that our bodies are private
  • Puberty changes and how to cope with them especially menstruation and hygiene
  • Personal boundaries including public and private behaviours;
  • Personal safety – what to do to maintain personal boundaries
  • Safe friendships and dating relationships
  • For students who are able to understand all of the above there may be the need to teach about dating relationships and safety in intimate relationships including STIs, birth control, safer sex and access to health care services

Personal Safety Lessons k-9: Feelings, emotions, boundaries, online safety, assertiveness skills, healthy relationships etc

Social Stories and Books recommended by Inclusion support worker David Hall

There is also this book which is a parent/caregiver resource and has an aggressive title but the information

Cartoons and Videos

Gr 8 Effective Relationships: peer pressure, substance use, school stressors, interpersonal conflict, dating relationships, etc.

Gr 9 Effective Relationships: peer pressure, substance use, school stressors, interpersonal conflict, dating relationships, etc.

Healthy Relationship: issues/concerns that might be relevant to LGBT2Q+ youth


Beyond the Basics: Teaching sexual health to those with disabilities



Related Resources

Child Development Stages by Age

Child Development by Age


Spotting Abuse or Neglect

Document: How to Spot, Stop and Prevent Sexual Abuse


Related Resources

Responding to Problem Sexual Behaviour in School Aged Children
  • See this detailed Provincial Resource which includes what is normal, and what is concerning, what to do, and how to respond.
  • For local support or intervention, contact NARSF
  • Research Summary: Confronting Child on Child Harmful Sexual Behaviour

Related Resources

Gender Support Plan for Schools, Resources for Trans People and Their Families, Inclusion Policy, SOGI Procedure Info for Educators,

Our District follows the direction of the Provincial Ministry of Education. We aim to ensure schools are safe, caring and inclusive of all its students, and are free from discrimination regardless of one’s orientation or gender identity (to meet BC Human Rights Code). See our district Inclusion Policy and SOGI Procedure which are posted on the District Site or here on this site
SOGI is supported by the BC Confederation of Parent Advisory Councils, and the Ministry of Education. This resource provides tools for educators and schools so they can ensure inclusive environments and help honour the diversity which exists in our communities and all of our schools. Here is the link to the:

Parent site for SOGI Education:

If you have further inquiries or concerns you can direct parents to:
Bob Esliger, Assistant Superintendent
Nanaimo Ladysmith Public Schools

For resources, or support, contact our District Social Justice Advocate, Carlo Pavan

How to talk to trans youth and their families

Easy To Read Guide about What Trans Is

Related Resources

Letters Home to Parents and Setting Up 'Alternative Delivery'

If parents prefer to address sensitive material related to sexuality and reproduction in the Physical and Health Education curriculum outside of the classroom they must follow the Administrative Procedure linked at the bottom. Students may not ‘opt out’ of this content. Alternative delivery does not apply to any other BC curriculum, nor does it apply to creating inclusive environments and honouring diversity.

Link to Provincial wording on Alternative Delivery

In the link below you will find the District’s Adminstrative Procedure, a detailed outline of the curriculum, letters to send home to parents, and a request form, in the case of alternative delivery.

Related Resources

Quick Reference