Evaluating Interrelate`s School Education

Transcription

Southern Cross University
ePublications@SCU
Centre for Children and Young People
2011
Evaluating Interrelate's School Education Programs:
Moving Into the Teen Years
Sallie Newell
Centre for Children and Young People, Southern Cross University
Wendy Britt
Anne Graham
Publication details
Newell, S, Britt, W & Graham, A 2011, Evaluating Interrelate's School Education Programs: Moving Into the Teen Years, report prepared
for Interrelate Family Centres, Sydney, NSW.
ePublications@SCU is an electronic repository administered by Southern Cross University Library. Its goal is to capture and preserve the intellectual
output of Southern Cross University authors and researchers, and to increase visibility and impact through open access to researchers around the
world. For further information please contact epubs@scu.edu.au.
EVALUATING INTERRELATE’S
SCHOOL EDUCATION PROGRAMS:
MOVING INTO THE TEEN YEARS
June 2011
Prepared by:
Dr Sallie Newell
Mrs Wendy Britt
Professor Anne Graham
PLEASE CITE THIS DOCUMENT AS: Newell, S., Britt, W. & Graham, A. (2011). Evaluating
Interrelate‟s School Education Programs: Moving Into The Teen Years. Prepared for
Interrelate Family Centres: Sydney.
ADDITIONAL COPIES OF THIS REPORT:
Can be accessed at http://epubs.scu.edu.au/ccyp_pubs/34
ACKNOWLEDGMENTS
The authors would like to gratefully acknowledge:
The children and teachers who completed the program evaluation forms.
The Interrelate Educators who facilitated the distribution and collection of the evaluation
forms with their MITTY groups. Special thanks go to Lyndall Caldwell and Sally Sweeney for
their invaluable collaboration in developing and promoting the use of these revised
evaluation forms.
The Interrelate School Services‟ administrative team for their assistance with collating the
various evaluation forms used throughout this overall evaluation series.
Colleagues at the CCYP for their critical feedback on draft versions of the survey questions.
Interrelate Family Centres for engaging and partnering with us throughout this project.
The Widjabul People and the Ngundawal Minjungbal People of the Bundjalung Nation, the
Arakwal People and the Gumbaynggirr People. As the Traditional Custodians of the land
where our University campuses are located, we pay tribute to the unique role they play in
the life of our region.
NOTE:
All quotes from open survey responses are presented in this report exactly as they
were written on the evaluation forms, including any typographical or grammatical errors.
FOR FURTHER INFORMATION PLEASE CONTACT: Dr Sallie Newell – Senior Research Officer
Phone: 02 6620 3802
© 2011
Fax: 02 6620 3243
Email: sallie.newell@scu.edu.au
This work may be reproduced, in whole or part, for study or training purposes, subject to the inclusion
of an acknowledgement of the source. It should not be used for commercial purposes.
The Centre welcomes feedback on both the development and implementation of this document from our
partners. The Centre considers that collaboration with individuals, professionals, service providers and academic
colleagues concerned with children can lead to better outcomes for children and young people.
TABLE OF CONTENTS
REPORT SUMMARY ................................................................................................................1
INTRODUCTION.....................................................................................................................3
BACKGROUND ............................................................................................................................. 3
INTERRELATE’S CURRENT SCHOOL EDUCATION PROGRAMS ................................................................. 3
PURPOSE OF THIS REPORT ............................................................................................................... 4
MORE ABOUT THE MOVING INTO THE TEEN YEARS PROGRAM .............................................................. 4
METHODS ..............................................................................................................................6
THE OVERALL APPROACH .............................................................................................................. 6
TOOL DEVELOPMENT ..................................................................................................................... 7
The Overall Process ................................................................................................................................. 7
Tools Used in Evaluating the MITTY Program ...................................................................................... 7
DATA COLLECTION ....................................................................................................................... 7
DATA ANALYSES ........................................................................................................................... 8
ETHICS ........................................................................................................................................ 8
RESULTS .................................................................................................................................9
SAMPLE CHARACTERISTICS ............................................................................................................. 9
PARTICIPANT FEEDBACK ABOUT THE MITTY PROGRAM ..................................................................... 10
Student Satisfaction .............................................................................................................................. 10
Teacher Satisfaction ............................................................................................................................. 12
PERCEIVED LEARNINGS ................................................................................................................ 14
Overview of Student Learnings .......................................................................................................... 14
Learnings about Puberty ..................................................................................................................... 15
Learnings about Reproduction .......................................................................................................... 16
Learnings about Bodies and Sexuality .............................................................................................. 16
Self-related Learnings ........................................................................................................................... 17
Learnings about Relationships ............................................................................................................ 18
Teacher Learnings................................................................................................................................. 18
REFERENCES ........................................................................................................................20
APPENDICES .......................................................................................................................21
APPENDIX A: HOW MITTY CORRELATES TO THE NSW PD/H/PE SYLLABUS ......................................... 21
APPENDIX B: STUDENT EVALUATION FORM – MITTY PROGRAM ......................................................... 23
APPENDIX C: TEACHER EVALUATION FORM – MITTY PROGRAM ........................................................ 24
APPENDIX D: SCHOOLS INCLUDED IN EVALUATING THE MITTY PROGRAM........................................... 25
APPENDIX E: CODING TEACHERS’ WRITTEN RESPONSES TO OPEN-ENDED QUESTIONS ........................... 26
CENTRE FOR CHILDREN & YOUNG PEOPLE, SOUTHERN CROSS UNIVERSITY
REPORT SUMMARY
Moving Into The Teen Years (MITTY) is one of six relationship and sexuality education programs
delivered by Interrelate Family Centres. It involves a series of four 90-minute class-based
sessions (with a take-home workbook to encourage parental engagement). It is designed to
enhance Year 6 students‟ self-esteem, communication and decision-making skills, to provide
in-depth information about boys‟ and girls‟ bodies, the changes they can expect during
puberty, reproduction and sexuality education. The MITTY program involves a variety of
creative activities and teaching methods, is facilitated by specially trained Educators and has
a clearly articulated structure, content and objectives, which have been correlated against
the NSW Board of Studies‟ PD/H/PE syllabus. This evaluation report is based on data collected
from 56 MITTY groups using surveys developed by the authors, in collaboration with Interrelate
team members.
Both students and teachers reported high levels of satisfaction with the MITTY program. Most
students rated the MITTY program as enjoyable (particularly male and older students),
interesting (particularly older students), good to have discussed in a group (particularly older
students) and fun (particularly older students), although half also found it somewhat
embarrassing (particularly female students). Very few students found it boring but one-third
did find some bits hard to understand. Similarly, almost all teachers rated the MITTY program as
enjoyable, interesting, engaging for their students, good value and good to have discussed in
a group. One-third of teachers did find the program somewhat embarrassing but very few
considered it too long or hard to understand. Teachers, in particular, were very appreciative
of the Interrelate Educators‟ delivery style and of having an external professional to introduce
the topics covered in the MITTY program. Students‟ and teachers‟ written comments
reinforced these positive satisfaction ratings, with only a few suggestions for improvement.
Both students and teachers also reported having found the MITTY program a very useful
learning experience. Students reported moderate-high levels of learning across all topic
areas, particularly in relation to keeping themselves safe, making good choices, how their
bodies would change during puberty and how babies develop. The mixed-gender approach
appears valuable (although there were a few requests for single-gender groups), with boys
reporting having learned more about girls‟ bodies and vice versa. Similar levels of learning
were reported across all student age-groups but female students reported learning more than
males in relation to „Making good choices‟, „How babies are made‟ and „How to keep yourself
safe‟. Teachers reported a refreshed understanding of the topics covered, increased
confidence, capacity and comfort to discuss the topics covered with their students and
having learned more about their students, particularly in terms of the open and mature ways in
which they engaged with the program. Again, students‟ and teachers‟ written comments
reinforced their perceived learnings from the MITTY program. While most teachers expected
to talk more about the topics with their classes, students felt most likely to discuss them further
with their family or friends (particularly the female students).
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EVALUATING INTERRELATE’S SCHOOL EDUCATION PROGRAMS: Moving Into The Teen Years
Although based on a post-only survey (for pragmatic reasons), the consistency of and
concordance between participants’ ratings and written comments enhance our confidence in
the validity of the findings presented in this report. This confidence is further strengthened by
the very high response rates achieved from both students and teachers and the similar findings
from our evaluations of Interrelate‟s Minding Me and Where Did I Come From? / Preparing for
Puberty programs (Newell et al., 2011a; Newell et al., 2011b).
Therefore, Interrelate can confidently promote the existing MITTY program as an acceptable,
curriculum-relevant and effective way of introducing senior primary students to the topics
covered (ie: self-esteem, communication and decision-making skills, boys‟ and girls‟ bodies,
puberty, reproduction and sexuality). However, Interrelate might like to consider whether the
MITTY program could usefully be further refined, based on the very few concerns or
suggestions raised by students and/or teachers (although some comments may conflict with
some requirements of the NSW Board of Studies). With the current evaluation necessarily
limited to the immediate post-program period, Interrelate could also consider conducting
some additional followup evaluations in order to determine the extent and nature of any
longer-term impacts of the MITTY program.
Hence, Interrelate is well-positioned to contribute to addressing the reported demand (from
Australian parents and youth) for more comprehensive relationship and sexual health
education, which is seen to include topics such as personal safety, sexual coercion, puberty,
sexually-transmitted diseases, relationship decision-making, safe sex and contraception,
reproduction and the correct names for male and female genitals (Carmody and Willis, 2006;
Macbeth et al., 2009). The timing of Interrelate‟s Minding Me (Year 5) and MITTY (Year 6)
programs is another strength, given most Australian parents‟ belief that this sexual education
should start in primary school (Macbeth et al., 2009) and evidence that it has more impact
when delivered before young people become sexually active (Mueller et al., 2008). The
teacher involvement is also valuable, given parent- and teacher-perceived room for
improvement in training teachers in the delivery of sexuality education (Macbeth et al., 2009;
Milton, 2003).
2|Page
INTRODUCTION
BACKGROUND
In 1926, Interrelate Family Centres (Interrelate) began its Father and Son and Mother and
Daughter programs, delivering sexuality education to young people in New South Wales.
Quality educational programs have remained a key component of Interrelate‟s expanding
range of services and their dedicated and enthusiastic School Services team has earned a
reputation as 'a respected and trusted leader in the delivery of sexuality and relationship
education in NSW schools’.
INTERRELATE’S CURRENT SCHOOL EDUCATION PROGRAMS
In working towards their vision of being a „lighthouse‟ organisation for recognising children,
Interrelate now offers a suite of six relationship and sexuality education programs for NSW
children and their families. Each program is facilitated by specially trained Educators and has
a clearly articulated structure, content and objectives, with the class-based programs having
been correlated against the NSW Board of Studies‟ PD/H/PE syllabus:
Where Did I Come From? – one 60-minute evening group session for students in Years 3-6
and their families – designed to inform students about the male and female reproductive
systems, conception, foetal development, birth and the different ways in which children
can join families and to facilitate parent-child discussions on these topics;
Preparing for Puberty – one 60-minute evening group session for students in Years 5-6 and
their families – designed to inform students about the physical, emotional, social and
intellectual changes associated with puberty (for boys and for girls) and to facilitate
parent-child discussions on these topics;
Minding Me – two 90-minute class-based sessions for students in Year 5 – designed to
provide students with information and strategies to help them navigate the physical,
emotional, social and intellectual changes they may experience during puberty: Session
1 deals specifically with how relationships may change and developing mutual respect
and good conflict resolution skills among students; Session 2 introduces the physical
changes of male and female puberty and develops students‟ skills for identifying and
addressing emotional and personal safety issues within their relationships;
Moving into the Teen Years – a series of four 90-minute class-based sessions for students in
Year 6 (with a take-home workbook to encourage parental engagement) – designed to
enhance students‟ self-esteem, communication and decision-making skills (including
taking care of themselves and taking responsibility), to provide in-depth information
about boys‟ and girls‟ bodies, the changes they can expect during puberty, reproduction
and sexuality education;
Raising Awareness of Bullying – one 60-minute (younger groups) or 90-minute (older
groups) class-based session with four age-tailored versions for students in each of Years 3,
4, 5 & 6 – designed to assist schools with concerns about harassment and/or physical
abuse amongst pupils: Each session identifies the nature of bullying (including cyber
bullying for older groups) and presents strategies for dealing with bullies from both victim
and bystander perspectives; and, most recently,
Kids ConneXions – two 90-minute class-based sessions for students in Year 6 – designed to
improve students‟ understanding about and development of healthy relationships and to
support them to make healthy choices and to build resilience in their relationships.
Page|3
PURPOSE OF THIS REPORT
In March 2010, Interrelate Family Centres commissioned Southern Cross University‟s Centre for
Children & Young People to refine their existing program evaluation tools and, then, to use
these new tools to conduct a large-scale evaluation of the above education programs.
This report is one in a series of six presenting the results of this large-scale evaluation: There are
separate reports for each of the four class-based program, a combined report covering the
two evening programs and, finally, a Consolidated Report which brings together the key
findings across all six programs.
This report provides further background and describes the tool development and evaluation
results for the program entitled Moving into the Teen Years.
MORE ABOUT THE MOVING INTO THE TEEN YEARS PROGRAM
The Moving into the Teen Years (MITTY) program was developed in response to requests from
teachers and parents to help prepare students for their transition into high school and the
teenage years. Consequently, the MITTY program was initially offered for students in the latter
half of Year 6. However, it is now available year-round, following feedback from schools that
participating boys and girls develop greater understanding and respect for each other, which
was reflected in more positive attitudes for the rest of the year.
MITTY involves a wide variety of creative activities and teaching methods, including
discussions, student questions (written and asked), role plays, handouts to be completed at
home with parent involvement, slideshow diagrams, games and other activities. At an age
when talking about sex with adults can be embarrassing, Interrelate aims to deliver an
enjoyable, as well as an informative, learning experience. The following table details the aims
and content of each of the program‟s four sessions, as described in Interrelate‟s program
overview.
The MITTY program‟s content correlates well against the NSW Board of Study‟s Personal
Development, Health & Physical Education (PD/H/PE) curriculum, as detailed in Appendix A. It
is available year-round, to schools based in metropolitan areas of NSW (from Newcastle and
the Hunter in the North, throughout Sydney and South to Wollongong and the Illawarra) and
across the far North coast, on a fee-for-service basis, at a current cost of $28 per student for
the four-session program.
4|Page
MOVING INTO THE TEEN YEARS: OVERVIEW & SESSION OUTLINE
SESSION
AIMS
1 “Who Am
I?”
To relax the students, acknowledge their
discomfort or embarrassment, get acquainted
and initiate discussion.
2 “Look I'm
Changing!”
3 “What’s It
All About?”
4
“I’m In
Charge”
To set ground rules.
To enhance students' self concept by helping
them recognise their individuality and that
being different is okay.
For students to acquire knowledge of the
basic physical differences between males and
females particularly in relation to their
Excretory and Reproductive Systems.
To give students a detailed understanding of
the changes, both physically and emotionally,
which occur at puberty for boys, girls and
both.
To explain when and why these changes
occur.
To reassure students that these changes are
normal and natural.
To provide an opportunity for students to gain
further understanding of the emotional
changes experienced at puberty.
To provide an opportunity to examine and
practice strategies which can assist in dealing
with issues students may encounter in
adolescence.
To give students a detailed understanding of
the process of human reproduction, where we
cover sexual intercourse & foetal
development.
To provide information on the birth processes
and allow students to share knowledge of how
they joined their family and/or their own birth
experiences.
To assist students to become further aware of
their personal responsibilities, especially in
regard to sexual intercourse where the
consequences can be getting pregnant and/or
sexually transmitted diseases.
To raise student awareness of the need to
respect and accept others.
To give students an opportunity to think about
and nominate people to whom they can turn
for help.
CONTENT
Introduction and Opening
Contracting / Class Rules or Guidelines
Establishment of concepts of individuality and
uniqueness
Physical differences between males and females external genitalia and reproductive systems
Excretory and reproductive systems of males and
females
Take home activities (handout letter)
Conclusion - game
Self-esteem building exercise (take home exercise)
Question Box/Folder
Strength Exercise (take home exercise)
Changes at Puberty (male and female): Why, How and
When – emotional and physical
Take home activity
Conclusion - game/exercise
Self-esteem building exercise
Take home exercise - male and female organs
Question Box/Folder
Feeling Exercise
Decision Making
Reproduction: Conception - IVF & sexual intercourse
(as an adult, loving relationship), Fertilisation - how it
happens, Foetal Development - changes, growth,
stages, etc
Take home activity
Conclusion - game/exercise
Self esteem building exercise
Question Box/Folder
Birth: Labour - explain stages, cervix dilation, Birth delivery positions, alternative birth situations, etc, After
Birth - placental delivery, Caesarean Birth, Birth Video
&/or birthing doll
Sexual Responsibility: Role of parents, Needs of a baby,
Teenage pregnancies, Sexually transmitted infections
Agree/Disagree Activity
Support Network: Who can I go to for help, information
& support?
Evaluation: Students and Teachers
Conclusion - game
Page|5
METHODS
THE OVERALL APPROACH
This evaluation utilised a collaborative, participatory methodology, reflecting the „evaluative
learning‟ approach which has been refined by the CCYP in conducting almost 50 projects in
partnership with community-based organisations (Newell et al., 2008). An evaluative learning
approach typically incorporates elements from a variety of evaluation theories and models,
particularly Empowerment Evaluation, which: “… aims to increase the probability of achieving
program success by (1) providing program stakeholders with tools for assessing the planning,
implementation and self-evaluation of their program and (2) mainstreaming evaluation as part
of the planning and management of the program/organisation” (Fetterman and
Wandersman, 2005 p.28). Empowerment Evaluation conceptualises an evaluator as a „critical
friend‟ and is based on a fundamental belief in people‟s desire and capacity to understand
their own situation and to create appropriate solutions, when provided with the necessary
tools and conditions.
This methodological approach was selected as the most appropriate for this project because
the client organisation was interested in the development of an evaluation system that could
be used routinely within their school education programs:
Collaborative and participatory evaluation approaches are particularly well-suited to
providing service organisations with rich and meaningful iterative feedback capable of
enhancing programs‟ ultimate outcomes (Muir et al., 2009; Ryan, 2003);
These approaches are also considered the most likely to contribute towards the growing
need and demand for community organisations to develop their skills and take
responsibility for evaluating their outcomes (Melville, 2008; Millar and Guenther, 2007; Our
Community, 2003); and
Maximising the active engagement of organisations and program participants in the
evaluation process is also considered more ethical and socially just, which are seen as
increasingly important in contemporary evaluation practice (Fetterman and
Wandersman, 2005; Kushner, 2005; Schwandt, 2007; Schweigert, 2007).
Another foundation of the CCYP‟s approach is the central place of children and young
people in the evaluation process. Doing evaluation with (rather than on) children requires that
researchers carefully consider the capacities and characteristics of the particular children who
will be involved, in determining how they can be involved, meaningfully, safely and
respectfully (Johnson, 2009; Tisdall et al., 2006). Our impetus to directly involve children reflects
a growing acknowledgment that they are persons in their own right, worthy of recognition,
respect and voice (Greene and Hill, 2005) and of the relationship between meaningful
participation and actual wellbeing (de Winter et al., 1997).
6|Page
TOOL DEVELOPMENT
THE OVERALL PROCESS
In keeping with the collaborative nature of this evaluation, the multidisciplinary CCYP research
team worked with senior Educators and a Director from Interrelate to develop the forms and
processes employed within this evaluation. As discussed earlier, this collaborative process
encompassed the full range of Interrelate‟s school education programs and involved:
CCYP researchers reviewing all available information about each program, including the
evaluation tools previously used within them;
An initial planning session (and ongoing interactions) involving both CCYP and Interrelate
teams to determine the scope, focus, respondent groups, timeframe and most feasible
methods for the evaluation (which was determined to be post-only, paper-based surveys
due to the program‟s external and relatively time-intensive nature);
CCYP researchers, with feedback from Interrelate Educators, drafting a full range of
evaluation forms to cover the different attendees (students and parents or teachers) for
each of Interrelate‟s six school education programs;
Interrelate Educators piloting the draft evaluation forms with a few groups for each
program and providing their own and their students‟ feedback about them; and
CCYP researchers making revisions to produce the final range of evaluation forms to be
used within this project.
TOOLS USED IN EVALUATING THE MITTY PROGRAM
As MITTY is a classroom-based program, evaluation forms were developed for completion by
participating students and teachers (who attend with their class). Included in Appendices B
and C, these surveys asked about each group‟s experience of attending the MITTY program,
about their perceived learnings from it and whether they were now more likely to discuss the
topics covered, as well as a few basic demographics.
DATA COLLECTION
In keeping with the participatory nature of this evaluation, all Interrelate Educators were asked
to use the final versions of these evaluation forms with each MITTY group they conducted
between mid-August and late-September 2010. Willing Educators distributed the Student and
Teacher evaluation forms at the end of each program, usually for immediate completion
although some forms were returned later (where groups had insufficient time during or after
their last MITTY session). All completed surveys were then forwarded to the CCYP for logging,
data entry, coding, cleaning and analyses.
Page|7
DATA ANALYSES
All survey data were entered and analysed using Microsoft Excel. Basic descriptive statistics
(eg: means, counts and/or percentages) were calculated for each question asked across the
various surveys.
Two-sample t-tests were conducted to determine whether any statistically significant response
differences existed between i) girls and boys or ii) younger and older students (10-11 year olds
were compared with 12-13 year olds). These test results are presented only for those
comparisons which reached statistical significance at p<0.05 or less, with smaller p values
(which can range between 0 and 1) indicating larger differences between the groups being
compared.
Qualitative responses to open-ended questions were coded to determine the dominant
themes emerging. The number of occurrences of each theme and sub-theme were then
counted, with the overall results presented in this report.
ETHICS
This project was reviewed and approved by Southern Cross University‟s Human Research Ethics
Committee (approval number: ECN-10-146), as well as being conducted in accordance with
the CCYP‟s internally-developed Code of Ethical Practice for Working & Researching with
Children & Young People.
8|Page
RESULTS
SAMPLE CHARACTERISTICS
As detailed in the table below, this report is based on the evaluation forms collected from 56
MITTY groups delivered across 31 schools (see Appendix D for more detail of the schools
involved). These groups were attended by 1541 students and 61 teachers, almost all of whom
completed evaluation forms at the end of their MITTY program.
MOVING INTO THE TEEN YEARS: EVALUATION PARTICIPANTS
Schools
31
MITTY Groups
56
Students
1452 (94% of all 1541 attending)
Teachers
61
(100% of all 61 attending)
As shown in the table below, almost all participating students were aged 11 or 12 years old,
with a fairly even split between females and males. About two-thirds of participating teachers
were female and aged over 40 years. The vast majority of both students and teachers
attended public schools, mostly in Interrelate‟s Sydney regions. Almost half the teachers had
attended multiple previous MITTY groups but most others were attending for the first time.
MOVING INTO THE TEEN YEARS: SAMPLE CHARACTERISTICS
CHARACTERISTIC
STUDENTS (N = 1452)
Gender
Age
(Students)
Age
(Teachers)
School Type
Interrelate
Region
Any Previous
MITTY
attendances
TEACHERS (N = 61)
Female
52%
67%
Male
48%
33%
Mean & Range
11.5 years (range = 10-13)
---
11 years
51%
---
12 years
48%
---
Under 30 years
---
13%
31-40 years
---
17%
41-50 years
---
28%
51+ years
---
42%
Public School
88%
89%
Anglican School
8%
7%
Grammar School
4%
4%
Sydney – Northern
32%
33%
Sydney – Western
31%
30%
Sydney – Southern
16%
9%
Far North Coast
11%
11%
Sydney – Eastern & Inner
5%
6%
Illawarra, Southern Highlands & South Coast
5%
11%
None
---
39%
Been once before
---
13%
Been multiple times
---
48%
Page|9
PARTICIPANT FEEDBACK ABOUT THE MITTY PROGRAM
STUDENT SATISFACTION
As shown in the table below, students reported high levels of satisfaction with the MITTY
program. In particular, the students found it enjoyable, interesting and good to have
discussed in a group, although half also found it somewhat embarrassing. Very few students
found it boring but one-third found some bits hard to understand.
MOVING INTO THE TEEN YEARS: STUDENT SATISFACTION (N = 1452)
QUESTION
NO, NOT AT
YES, A
ALL / NOT MAYBE LITTLE/ YES,
REALLY
MEAN RATINGS (1= LOWEST, 5= HIGHEST)
A LOT
ALL
BOYS GIRLS
(N=685) (N=729)
10-11 YRS 12-13 YRS
(N=727)
(N=684)
Did you enjoy this program – overall?
8%
13%
78%
4.05
4.15
3.96
3.97
4.15
It was interesting
9%
14%
77%
4.04
4.09
4.00
3.98
4.11
It was good talking about it in a group
12%
19%
69%
3.92
3.94
3.90
3.86
3.98
It was fun
18%
21%
60%
3.67
3.74
3.62
3.61
3.75
It was embarrassing
33%
17%
51%
3.26
3.16
3.38
3.31
3.23
Some bits were hard to understand
52%
19%
29%
2.61
2.63
2.60
2.63
2.60
It was boring
78%
14%
8%
1.85
1.84
1.84
1.86
1.81
Highlighted in the table above, there were some statistically significant differences between
different age and gender sub-groups‟ mean ratings:
Male students reported higher enjoyment levels than female students (t=3.7355,
p<0.0005);
Female students reported higher embarrassment levels than male students (t=3.2709,
p<0.005); and
Compared to their younger peers, older students reported higher enjoyment levels
(t=3.5395, p<0.0005), found the program more interesting (t=2.4515, p<0.05), more fun
(t=2.1800, p<0.05) and were more comfortable with the group approach (t=2.0090,
p<0.05).
The positive satisfaction ratings were supported by students’ written responses to a final openended question asking if there was anything else they wanted to say: 40% of students (n=577)
offered positive feedback about the MITTY program and/or presenter, including:
20% (n=295) who commented about how helpful, educational or interesting they had
found the program;
15% (n=214) who expressed their appreciation and/or congratulations for the program;
12% (n=175) who commented about having found the program an enjoyable
experience;
5% (n=69) who particularly acknowledged the Educator’s delivery style; and
4% (n=51) who commented about the program’s importance and/or the need for it to
continue.
The following quotes are just a few examples of the many ways students expressed these
positive reactions.
10 | P a g e
THAT WAS AWESOME! It
was extremely interesting
in numerous ways.
Moving into teen years was a
great program and I learnt heaps
more about the human body.
It was very easy to understand
what <Educator> said because
she explained it very well.
I had a great time learning all
different types of things about how
peoples body changes
I think every boy and girl in year
6 should go to this program.
It was good to learn in a group
(with friends) with a teacher who
got it, kinda.
This program is very helpful and a
great way to inform kids reality
of life.
Thanks for coming in. I
think that you are good to
come in and teach us about
puberty and stuff!
It really broke the ice between
my parents and I by talking
about it.
it has been the best learning
experience Ive ever had.
I learned a lot of stuff It helps
me realise what is happening to
myself. Thankyou
I think we all learnt
something new and very
important about our bodies.
Thanks for everything I think
its really brave of you to do
this!
Thank you so much I did learn a lot.
I will aways remember all of this
information.
I loved it. I hope the service
gets a lot of funding.
It was great I learnt a lot about what
is going to happen and I'm not
scared anymore.
Interrelate is an excellent
program for primary children.
I really enjoyed the program and it
is a better and more sensible way to
find out about our bodies rather than
gossiping girls.
That our teacher made it
extremely less intimidating than
I expected.
It was enjoyable and fun. Some bits
about 'risky business' got boring. But
overall, I would rate it 9 1/2 out of 10.
Thank you very much.
Thank you for the lessons, they
are very interesting and I feel
safer now that I know what is
coming up in my life.
Thank you! Great lesson!
Recommended to all
Make the lessons longer cause
there so fund. <Educator> need
a promotion shes AWSOME.
I really enjoyed it. Iearnt a lot
and it’s a shame it wasn't longer.
Growing up is not a
embarrassing or sily journey and
I have learnt lots.
I feel a lot safer and I know a
lot more.
Puberty bingo is fun.
I was happy I could get some
answers to some really
embarrassing questions.
I really liked it. I didn’t know
anything but after these lesson
I know a lot.
It was embarrising at first but
then I got used to it and felt
more comforatable.
I think that you were awsome and
I learnt a lot from you thanks.
P a g e | 11
Usually in combination with some positive feedback, 6% of students (n=88) also voiced some
concern about the MITTY program and/or suggested ways it may be improved, including:
4% (n=53) who found the program content embarrassing and/or somewhat more than
they felt ready for or wanted more coverage of a particular topic; and
2% (n=36) who commented about specific activities or resources or the overall program
approach.
Interrelate was VERY factual but a little
descriptive. As much as we all hate
learning its better than our parents!
It was interesting but
uncomfortable with the boys and
girls in the same room.
Teacher didn't really answer some
stuff we asked eg gay sex.
It was really embarrassing when
<Educator> started laughing when
I made a mistake.
I think what we learnt this term
was way too advanced for Year 6
students.
Please do not compare
anything to fruit.
I really enjoyed the program but
most of the things we talked
about I already knew.
Stop talking in slow voices about
how we are supposed to be
grown up but you still talk like I
talk to my 2 year sister.
Even though they were disgusting
I'm glad I did the lessons. I feel
ready for teenage years now.
the programs a bit, just a bit,
actually, a lot GROSS!!!
The dvd about the baby being born was a bit
'wow'. Confrunting, you could say I think
they should explain babies before the dvd.
I didn’t understand sum
stuff but maybe that’s a
good thing.
TEACHER SATISFACTION
As shown in the table below, teachers also reported very high levels of satisfaction with the
MITTY program. In particular, the teachers found it enjoyable, interesting, engaging for their
students, good value and good to have discussed in a group. Although one-third found the
program somewhat embarrassing, very few thought it was too long or hard to understand and
two-thirds felt it had refreshed their own understanding about the topics covered.
MOVING INTO THE TEEN YEARS: TEACHER SATISFACTION (N = 61)
QUESTION
NO, NOT AT ALL
/ NOT REALLY
MAYBE
YES, A LITTLE/
YES, A LOT
(1= LOWEST, 5= HIGHEST)
Did you enjoy this program – overall?
0%
0%
100%
4.95
Did the program engage your students?
0%
2%
98%
4.92
It was interesting
0%
2%
98%
4.92
It was good value
0%
3%
97%
4.90
It was good talking about it in a group
2%
5%
93%
4.70
It refreshed my understanding about the
topics
20%
11%
69%
3.85
It was embarrassing
59%
8%
33%
2.48
Some bits were hard to understand
92%
5%
3%
1.48
It was too long
92%
5%
3%
1.34
12 | P a g e
MEAN RATING
These very positive satisfaction ratings were supported by the teachers’ written responses to a
final open-ended question asking if there was anything else they wanted to say, where 61% of
teachers (n=37) offered positive feedback about the MITTY program and/or presenter,
including (see Appendix E for teachers‟ full responses and how they were coded):
34% (n=21) who welcomed the program’s approach and or presentation style;
33% (n=20) who particularly acknowledged the Educator’s delivery style;
30% (n=18) who praised the program and/or particular content areas; and
11% (n=7) who expressed their appreciation and/or congratulations for the program.
- <Educator> has proven to be an excellent presenter. We request her again for 2011.
- <Educator>’s calm and informative manner is great for Year 6s. Very worthwhile. Thank you.
- <Educator>’s rapport with the students was excellent due to the professional way in which she
presents the program.
- A clear and concise presentation. Students were engaged and were encouraged to ask
excellent questions.
- A valuable / essential program. Being a male, such discussions are very difficult. Specialist
delivery is the answer.
- A wonderfully presented course, no suggestions for improvement thank you.
- Children were actively involved and willing to share ideas / experiences, they felt very
comfortable to do this.
- Fantastic program. Kids learnt a great deal. Thank you.
- Hard job to do sometimes I bet! Thanks for coming along.
- If students are curious this if the perfect forum to satisfy their curiosity.
- It was a great idea. I loved how <Educators> were easy going about it and light hearted.
- It was all fantastic. <Educator> is wonderful with the tricky questions and is great with chn.
- Keep up the good work.
- Maintained a confident approach, friendly and approachable by staff and students. An
outstanding presentation by an outstanding teacher.
- Moving into the Teen Years is an invaluable program. <Educator> presented the program
beautifully. Her humour relaxed the children.
- Terrific program for Year 6. I'm quite comfortable handling the topic. Thank you.
- The audio visuals have been updated and the presentation is more professional.
- The instructor was very well informed and professional (and approachable).
- This is so valuable at a Yr 6 level as many of my students are going through puberty already and
need the real information, not just the multitude of info they find on the net.
- thoroughly enjoyed it.
Usually in combination with some positive feedback, 8% of teachers (n=5) also voiced some
concern about the MITTY program and/or suggested ways it may be improved:
Could even start with Year 5.
It would be good to have a more up-to -date video but understand the reasons it's not.
It would be great to update the 'video'. Clothes etc of parents could be more current.
Somethings were discussed that perhaps were not necessary.
More time, so much to cover too little time.
P a g e | 13
PERCEIVED LEARNINGS
OVERVIEW OF STUDENT LEARNINGS
As shown in the table below, almost all students found the MITTY program useful, with
moderate-high levels of learning reported across the wide range of topics covered. Students
felt they had learned most about keeping themselves safe, making good choices, how their
bodies would change during puberty and how babies develop. Most students felt they may
now discuss these topics more often with their family and, to a lesser extent, their friends but
not so much with their teacher.
MOVING INTO THE TEEN YEARS: STUDENT LEARNINGS (N = 1452)
QUESTION
NO, NOT AT
ALL / NOT MAYBE
REALLY
MEAN RATINGS (1= LOWEST, 5= HIGHEST)
YES, A
LITTLE/
YES, A LOT
ALL
BOYS
(N=685)
GIRLS
(N=729)
10-11 YRS 12-13 YRS
(N=727)
(N=684)
Did you find the program useful – overall?
4%
10%
86%
4.36
4.36
4.37
4.35
4.38
Did you learn anything new about …?
How to keep yourself safe
11%
11%
78%
4.16
4.09
4.23
4.13
4.19
Making good choices
10%
14%
76%
4.13
4.04
4.21
4.10
4.16
How bodies change during puberty
12%
10%
78%
4.09
4.12
4.08
4.11
4.09
How babies develop
10%
13%
77%
4.09
4.04
4.14
4.06
4.13
Girls’ bodies
13%
10%
77%
4.01
4.08
3.94
4.01
4.01
The different feelings you may have as
your body changes
9%
17%
73%
3.97
3.96
3.98
3.96
3.98
How babies are made
16%
12%
72%
3.95
3.87
4.03
3.96
3.95
Boys’ bodies
16%
13%
71%
3.90
3.65
4.16
3.93
3.89
How we’re all unique individuals
14%
21%
65%
3.83
3.85
3.83
3.81
3.87
Menstruation (periods)
16%
18%
66%
3.77
3.73
3.82
3.80
3.74
Nocturnal emissions (wet dreams)
18%
20%
62%
3.67
3.66
3.69
3.70
3.64
21%
22%
56%
3.48
3.36
3.62
3.54
3.46
With your friends
36%
26%
38%
3.02
2.89
3.14
2.96
3.08
With your teacher
74%
18%
8%
1.93
1.89
1.98
1.90
1.96
Will you talk more about these things now?
With your family
While older and younger students’ responses were all similar, there were some statistically
significantly different mean ratings between the two genders:
Male students reported learning more about ‘Girls’ bodies’ (t=2.3999, p<0.05) while female
students reported having learnt much more about ‘Boys’ bodies’ (t=8.4321, p<0.00001);
Female students also reported learning more about ‘Making good choices’ (t=2.6862,
p<0.01), ‘How babies are made’ (t=2.4242, p<0.05) and ‘How to keep yourself safe’
(t=2.3481, p<0.05); and
Female students felt more likely to discuss the topics covered with their family (t=3.9386,
p<0.0001) and their friends (t=3.8329, p<0.0001).
14 | P a g e
These positive ratings were supported by students’ written responses, with 75% of students
(n=1091) answering an open-ended question about ‘The best thing I learned was …’. While
13% (n=191) wrote simply that they had learned “lots” from attending the MITTY program, most
comments highlighted specific, and often multiple, learnings, across the following five broad
themes:
puberty;
reproduction;
bodies and sexuality;
self-related issues; and
relationships.
The following sections provide more detail about the comments made in relation to each of
these major themes.
LEARNINGS ABOUT PUBERTY
Puberty was the most common major theme, being mentioned in 29% (n=417) of students’
responses about their ‘best learning’. Most of these comments (20%) mentioned ‘puberty’ or
‘changes’ in general, often with a focus on how the students now felt more prepared for and
accepting of it. As illustrated in the quotes below, some students also mentioned more specific
learnings about puberty, including about menstruation (4%), other physical changes (3%),
mood swings (2%), erections (1%) and pimples (1%).
How your feelings and
body changes through
puberty
How our bodies develop and how
to handle it.
Same boys have wet dreams and
got man boobs
Things about girls puberty (Periods,
discharge, breasts, nips etc.)
That having mood changes
is perfectly normal and that
everyone changes
I didn’t know tampons got so
big.
I feel safer now that I know
what is coming up in my life.
That a sign of blood on your undies
means you're getting your periods.
That girls are a lot more harder
to understand
How to cope with emotions and to
understand what I'm going through.
That boys also have it hard in
puberty.
I learnt lot's about how to cope
with growing up.
About periods and what age
you go through puberty.
I learnt a lot about myself
and hope to know what will
happen later in life.
Not to hide erictions
not to put ttothpaste on
pimples
That puberty is nothing to be
embrassed about.
About the girl peroid how it
works why we have it and
what to do about it.
P a g e | 15
LEARNINGS ABOUT REPRODUCTION
Reproduction was the second-most common major theme, being mentioned in 20% (n=284) of
students’ responses about their ‘best learning’. As illustrated in the following quotes, most of
these comments related to how babies are made (11%) and/or born (8%) or to more general
pregnancy-related issues (2%).
that you need a man and
women to make a baby
Sex wasn't the only way to have
a baby and that babies wont hurt
much.
the responsibilities of parents
and how hard it is to be a parent
when your young .
about how babies are born and
develop in the mums tummy.
About the baby getting out of
the vagina.
how sperm and eggs form a
baby.
how you get twins, triplets and if
their fraternal or identical
babys are gross when they
first born.
how pregnancy can effect you
What the thing attached to the
other side of the umbilical cord
does and that it can be removed.
I didn’t know how a baby was
formed and how it kinda
looked like an alien.
How a baby can be so small
or hairy when born.
How babies come in
different colours.
How a baby can be born
(the different ways)
That having your period isn't so
bad when you bring a life into the
world.
LEARNINGS ABOUT BODIES AND SEXUALITY
Bodies and sexuality was the third-most common major theme, being mentioned in 17%
(n=246) of students’ responses about their ‘best learning’. As illustrated in the following quotes,
these learnings covered a wide range of issues in relation to male and female body parts and
how they work (8%), how and when to have safe sex (5%) and the different types of sexuallytransmitted diseases (5%).
The human body is very
weird and amazing.
Not to be silly about penis and
volvars.
How the body works in different
ways and what they do and why.
16 | P a g e
The man has hairs all over the
body such as chest hair and arm
hair.
I learnt more about
male/female body.
You should always use deoderant
that it is normal for 1
breast to grow faster than
the other. Few!!
I also learnt what scrotum
means.
girls have 3 openings
to think before having secual
intercourse so I don’t get sti's
Having sex brings great
resposibilities. The dangers
of underage sex.
That even with a condom on you
can still catch HIV (AIDS)
It was great to learn all the
different stuff of how you do sex.
how you have sex and how the
penise has to be erect for sex.
To wear protection if you don’t
want a baby.
That there's more to sex then
I realised.
you can get lice in areas
(private)
How dnagerous having sex
can actually be if they have
disease and don’t use a
condom.
SELF-RELATED LEARNINGS
Self-related issues were the fourth-most common major theme, being mentioned in 16%
(n=233) of students’ responses about their ‘best learning’. As illustrated in the following quotes,
these learnings covered a wide range of issues in relation to self-responsibility (12%), selfesteem and understanding (3%), as well as it being ok to talk about the topics covered in the
MITTY program (2%).
I really liked the learning about
many things because when I am
older I can make better choises.
That even if I've done
something wrong I can always
talk about it.
It helped me understand who I am
as an individual.
About the Ripple effect. Also how
making one bad dissision can end
up being a bad life.
I will make the right decisions in
life and that everyone is special
in there own way.
I feel much safer and less
awkward.
I learned not to put myself down
and I learned some self respect.
What I can do to help myself
and knowing that I'm in
control of my life.
how to handle different places that I
didn’t want to be in such as an
unsafe party ex.
How peoples body so different,
and you just have to be
healthy it doesn’t matter how
big you are.
Your body parts belong to you
and never to be pressured.
That you do have choices and that you
learn about things that are a bit risky.
That I'm special.
that it's not that embarrassing to
talk to people about what we talked
about in Interrelate.
How to keep yourself safe,
making good choices.
The 3 steps to making a
good decision.
knowing that being a teenager isnt
that scary and people can help.
Everything comes with
consiquences.
P a g e | 17
LEARNINGS ABOUT RELATIONSHIPS
Relationships was the final major theme, being mentioned in 2% (n=24) of students’ responses
about their ‘best learning’. As illustrated in the following quotes, these learnings related to
strategies for handling conflict or problems (1%), improved understanding about good and
bad relationships (½%) and how to build and keep good relationships (½%).
I learnt a lot about relationships
and that these are responsibility
in them because I am in a
relationship
I enjoyed learning about relation ships.
How to handle the situation.
It helped me understand who
I am as an individual and how
to maintain relationships.
that whatever people say you can
still do you can be friends with
somebody different
What to do about a
boyfriend and about raping.
That you need to think before you
do anything that could harm people.
How to deal with peer
pressure
It helped me understand how to
maintain relationships.
TEACHER LEARNINGS
As shown in the table below, teachers also found the MITTY program very useful, particularly
for boosting their confidence, capacity and comfort to discuss the topics covered with their
students. Almost three-quarters of teachers now expected to talk more about the topics with
their classes.
MOVING INTO THE TEEN YEARS: TEACHER LEARNINGS (N = 61)
QUESTION
Did you find the program useful – overall?
Has coming helped you with …?
Feeling confident that you can answer
questions on the topics
Knowing how to raise the topics with
your class
Feeling comfortable discussing the
topics with your class
Where to find more information on
these topics
Will you now talk any more with your class
about these things now?
18 | P a g e
NO, NOT AT ALL /
NOT REALLY
MAYBE
YES, A LITTLE/
YES, A LOT
(1= LOWEST, 5= HIGHEST)
0%
2%
98%
4.93
10%
2%
88%
4.36
11%
7%
82%
4.20
11%
10%
79%
4.18
18%
18%
64%
3.80
11%
19%
70%
3.81
MEAN RATING
These positive ratings were supported by 52% of teachers (n=32) writing responses about ‘The
best thing I learned …’ (see Appendix E for teachers‟ full responses and coding):
23% (n=14) commented on having learned more about their students (eg: maturity,
openness, point of view) from their reactions during the program;
- How quirky things amuse then like twins or genetic traits are passed on.
- It was fantastic to see the students so engaged and openly discussing these sensitive topics in a
mature manner.
- More about my students - how keen they are to share personal information. I feel the programs
success is measured by student involvement / eagerness to be part of the lessons - all students
were engaged and I feel it is largely due to <Educator>’s approachability / manner.
- That boys ideas xxxx are ageless
- That the students were mainly interested, yet quite horrified by the whole birthing process.
- that this topic can be successfully taught using all technical language without students
becoming over the topic.
- The children in the class were surprisingly sensible and asked good questions
- The reactions of the children. The differences - how various children coped in many ways.
- The students are happy to ask questions in a group situation and talk a lot about it amongst
themselves but talk very little about things with their parents.
16% (n=10) expressed some surprise at their students’ pre-existing knowledge levels of
the topics covered;
- Chn know a lot already!
- How knowledgeable young children are about sexual topics.
- How little my class knew about growing up and reproduction.
- How much the odd members of the class did actually know already. Some prior knowledge of
some of the students was surprising.
- Students think they know a lot more than they do actually. Most questions students ask are in
response to something they've seen on TV.
11% (n=7) felt better prepared or more confident to discuss the topics with their students;
and
- Different ways (How to) discuss sensitive topics with students transitioning into puberty.
- How easy it was to talk about this topic with this age group, and this class group.
- How to approach topics and how to respond to and answer any question thrown out there.
Also how to make chn understand.
- How to deliver this kind of information in a comfortable, trusting, unembarrassing environment
to my students.
8% (n=5) felt they had gained some extra content knowledge from the program.
- How to combine the anatomy, sexual and emotional feelings and thinking skills together.
- STI's and how to treat, how spread etc.
- Taking responsibility for your own choices.
- What things can cause HIV. Especially in these days when tatoos etc are very popular but
dangerous.
P a g e | 19
REFERENCES
Carmody M., Willis K. (2006) Developing Ethical Sexual Lives: Young People, Sex, and Sexual Assualt
Prevention, NSW Rape Crisis Centre & SJSC Research Centre - University of Western Sydney,
Sydney.
de Winter M., Baerveldt C., Kooistra J. (1997) Enabling children: Participation as a new perspective
on child-health promotion. Child: Care, Health & Development 25:15-25.
Fetterman D.M., Wandersman A. (2005) Empowerment Evaluation: Principles in Practice Guildford
Press, New York.
Greene S., Hill M. (2005) Researching children's experience: methods and methodological issues, in:
D. Hogan and S. Greene (Eds.), Researching children's experience : methods and
approaches, Sage, London pp. 1-21.
Johnson V. (2009) Rights through evaluation and understanding children‟s realities, in: B. Percy-Smith
and N. Thomas (Eds.), A Handbook of Children and Young People's Participation:
Perspectives from Theory and Practice, Routledge, Oxford.
Kushner S. (2005) How does evaluation create options to enhance social justice? The Evaluation
Exchange XI:18.
Macbeth A., Weerakoon P., Sitharthan G. (2009) Pilot study of Australian school-based sexual health
education: Parents' views. Sexual Health 6:328-333.
Melville R. (2008) Token participation to engaged partnerships: Lessons learnt and challenges
ahead for Australian not-for-profits, in: J. Barraket (Ed.), Strategic Issues for the Not-for-profit
Sector, UNSW Press, Sydney.
Millar P., Guenther J. (2007) Supporting and Capacity Building for our Partners, Australian Research
Alliance for Children & Youth, Perth.
Milton J. (2003) Primary school sex education programs: Views and experiences of teachers in four
primary schools in Sydney, Australia. Sex Education 3:241-256.
Mueller T., Gavin L., Kulkarni A. (2008) The association between sex education and youth's
engagement in sexual intercourse, age at first intercourse, and birth control use at first sex.
Journal of Adolescent Health 42:89-96.
Muir K., Katz I., Purcal C., Patulny R., Flaxman S., Abello D., Cortis N., Thomson C., Oprea I., Wise S.,
Edwards B., Gray M., Hayes A. (2009) National Evaluation (2004-2008) of the Stronger
Families and Communities Strategy 2004-2009 (FaCHSIA Occasional Paper No. 24),
Australian Government, Canberra.
Newell S., Graham A., Cashmore J. (2008) Evaluating community-based programs: Challenges &
lessons from the front-line 10th Australian Institute of Family Studies Conference, Melbourne.
Newell S., Britt W., Graham A. (2011a) Evaluating Interrelate's School Education Programs: Minding
Me, Prepared for Interrelate Family Centres, Sydney.
Newell S., Britt W., Graham A. (2011b) Evaluating Interrelate's School Education Programs: Where
Did I Come From? and Preparing for Puberty, Prepared for Interrelate Family Centres,
Sydney.
Our Community. (2003) The Community Manifesto: Valuing Australia's Community Groups, Our
Community Pty Ltd, Melbourne.
Ryan P. (2003) "I'm looking at the future": Evaluation Report of Reconnect, Australian Government,
Canberra.
Schwandt T.A. (2007) Expanding the conversation on evaluation ethics. Evaluation & Program
Planning 30:400-403.
Schweigert F.J. (2007) The priority of justice: A framework approach to ethics in program evaluation.
Evaluation & Program Planning 30:394-399.
Tisdall E.K.M., Davis J.M., Prout A., Hill M. (2006) Children, Young People and Social Inclusion:
Participation for What? Policy Press, Bristol.
20 | P a g e
APPENDICES
APPENDIX A: HOW MITTY CORRELATES TO THE NSW PD/H/PE SYLLABUS
P a g e | 21
22 | P a g e
APPENDIX B: STUDENT EVALUATION FORM – MITTY PROGRAM
P a g e | 23
APPENDIX C: TEACHER EVALUATION FORM – MITTY PROGRAM
24 | P a g e
APPENDIX D: SCHOOLS INCLUDED IN EVALUATING THE MITTY PROGRAM
REGION
Far North Coast
Illawarra, Southern
Highlands & South
Coast
Sydney – Eastern &
Inner
Sydney – Northern
Sydney – Southern
Sydney – Western
SCHOOL
NUMBER OF CLASSES
Byron Bay Public School
3
Clunes & Eureka Public Schools (combined)
1
Lennox Head Public School
2
Teven-Tintenbar Public School
1
Tregeagle & Rous Public Schools (combined)
1
Bowral Public School
2
Mt Terry Public School
3
Nowra Anglican College
1
Bellevue Hill Public School
2
Enfield Public School
1
Balgowlah North Public School
2
East Lindfield Public School
3
Killara Public School
1
Lane Cove Public School
3
Lane Cove West Public School
1
Lindfield Public School
2
Manly Vale Public School
1
Middle Harbour Public School
2
Warrawee Public School
2
Danebank Anglican School for Girls
2
Gymea Bay Public School
2
Menai Public School
1
Arndell Anglican College
2
Bankstown Grammar
2
Denistone East Public School
4
Eastwood Heights Public School
2
Kings Langley Public School
3
Thornleigh West Public School
2
Wilberforce Public School
2
P a g e | 25
APPENDIX E: CODING TEACHERS’ WRITTEN RESPONSES TO OPEN-ENDED QUESTIONS
BEST LEARNINGS
Q5
The best thing I learned
was …
This is my third time round so I
haven’t learnt anything new but I
believe it’s a fantastic program.
N/a
How to approach topics and how to
respond to and answer any question
thrown out there. Also how to make
chn understand.
How to deliver this kind of
information in a comfortable,
trusting, unembarrassing
environment to my students.
Q10
Program Content
Personal
Any other comments Nothing/ Easier to Body/ Changes/ safety/
Not
discuss Sexuality- PubertyBehaviour
or suggestions?
Much with kids related
related
mgmt
It would be good to have a
more up-to -date video but
understand the reasons it's
not.
About the Kids
Criticisms/
Suggestions
POSITIVE Comments
Their
reactions Their
About
About
About
About
Thanks/
About
maturity/
existing
Program/
Approach/ Program/ Approach/
Appreciation
Presenter
openness / knowledge
Content
Presentation Content Presentation
point of view
1
1
1
1
It was all fantastic. Lane is
wonderful with the tricky
questions and is great with
chn.
This is so valuable at a Yr 6
level as many of my
students are going through
puberty already and need
the real information, not just
the multitude of info they find
on the net.
how to relate material to students in
thoroughly enjoyed it.
a sensative manner
The instructor was very well
How to speak to the children about
informed and professional
the facts.
(and approachable).
How easy it was to talk about this
More time, so much to cover
topic with this age group, and this
too little time.
class group.
Different ways (How to) discuss
sensitive topics with students
transitioning into puberty.
How to raise embarrassing topics
with the students.
How to combine the anatomy,
secual and emotional feelings and
thinking skills together.
What things can cause HIV.
A wonderfully presented
Especially in these days when
course, no suggestions for
tatoos etc are very popular but
improvement thank you.
dangerous.
STI's and how to treat, how spread
Keep up the good work.
etc.
26 | P a g e
General
OTHER COMMENTS
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BEST LEARNINGS
Q5
was …
Q10
How little my class knew about
growing up and reproduction. How
quirky things amuse then like twins
or genetic traits are passed on.
More about my students - how
knowledgeable they already are,
and how keen they are to share
personal information. I feel the
programs success is measured b
student involvement / eagerness to
be part of the lessions - all students
were engaged and I feel it is largely
due to Lyndalls approachability /
manner.
The responses of the students to
various parts of the items finding out
what they know and their reactions.
It was fantastic to see the students
so engaged and openly discussing
these sensitve topics in a mature
manner.
About the Kids
Criticisms/
Suggestions
POSITIVE Comments
Their
reactions Their
About
About
About
About
Thanks/
About
maturity/
existing
Program/
Appreciation
Presenter
Content
point of view
1
Hard job to do sometimes I
bet! Thanks for coming
along.
Thanks especially to Sally
for her competent and
relaxed approach to the unit.
What a wonderfully
engaging and informative
program. Thank you!
Terrific program for Year 6.
I'm quite comfortable
handling the topic. Thank
you.
That boys ideas xxxx are ageless
Great job. Thank you.
The students are happy to ask
Tiffany is a fantastic
questions in a group situation and presenter, the students
talk a lot about it amongst
really enjoyed the lessons
themselves but talk very little about and asked lots of questions
things with their parents.
and learnt a lot.
A clear and concise
presentation. Students were
More informatin about my students engaged and were
encouraged to ask excellent
questions.
The reactions of the children. The
differences - how various children
coped in many ways.
Program Content
Personal
Not
or suggestions?
related
mgmt
The differences that the boys and
girls have and each of the concerns.
Taking responsibility for your own
choices.
General
OTHER COMMENTS
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P a g e | 27
BEST LEARNINGS
Q5
was …
Q10
28 | P a g e
Program Content
Personal
Not
or suggestions?
related
mgmt
A valuable / essential
program. Being a male, such
discussions are very difficult.
Specialist delivery is the
answer.
Greater understanding of individual If students are curious this if
students maturity, presaredness for the perfect forum to satisfy
puberty.
their curiosity.
The children in the class were
surprisingly sensible and asked
Tiffany has a lovely manner!
good questions
that this topic can be successfully
taught using all technical language
without students becoming over the
topic.
That the students were mainly
interested, yet quite horrified by the
whole birthing process.
Sally's calm and informative
Chn know a lot already!
manner is great for Year 6s.
Very worthwhile. Thank you.
It was a great idea. I loved
I think to be up front with the
how Sally and Pat were easy
students. The steps of a baby.
going about it and light
hearted.
How knowledgeable young children The presenter, Pat ws very
are about sexual topics.
informative and excellent.
How much the odd members of the Pat has proven to be an
class did actually know already.
excellent presenter.
Some prior knowledge of some of Thornleigh West PS request
the students was surprising.
her again for 2011.
The high standard of students
entering knowledge and awareness.
How much some of our stage 3
students alrady knew.
Students think they know a lot more
than they do actually. Most
questions students ask are in
response to something they've seen
on TV.
That my students could listen /
interact as sensibly as they did.
General
OTHER COMMENTS
About the Kids
Criticisms/
Suggestions
POSITIVE Comments
Their
reactions Their
About
About
About
About
Thanks/
About
maturity/
existing
Program/
Appreciation
Presenter
Content
point of view
1
1
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BEST LEARNINGS
Q5
was …
were Sallys great responses to the
children's questions.
Q10
General
Program Content
Personal
Not
or suggestions?
related
mgmt
Fantastic program. Kids
learnt a great deal. Thank
you.
Moving into the Teen Years
is an invaluable program.
Pat presented the program
beautifully. Her humour
realxed the children.
Lane is a great presenter.
Really engages the chn. It is
a great program.
Great program! Could even
start with Year 5
Maintained a confident
approach, friendly and
approachable by staff and
students. An outstanding
presentation by an
outstanding teacher.
Tiffany's rapport with the
students was excellent due
to the professional way in
which she presents the
program.
Our presenter spoke very
confidently, but calmly, and
handled the embarrassing
moments very well.
Maha presented the
information in an engaging
and informative manner. She
was great!
The topics covered were delivered
by a trained educator.
OTHER COMMENTS
About the Kids
Criticisms/
Suggestions
POSITIVE Comments
Their
reactions Their
About
About
About
About
Thanks/
About
maturity/
existing
Program/
Appreciation
Presenter
Content
point of view
1
1
1
1
1
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Sally was very
knowledgeable and
professional.
Sally ia very patient.
It would be great to update
The way in which the knowledge
the 'vidoe'. Clothes etc of
and understandings are presented. parents could be more
current.
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P a g e | 29
BEST LEARNINGS
Q5
was …
Q10
Program Content
Personal
Not
or suggestions?
related
mgmt
The audio visuals have been
updated and the
presentation is more
professional.
It's important to be upfront and
honest when talking about these
issues to students. They have a
right to know the information.
About the Kids
Criticisms/
Suggestions
POSITIVE Comments
Their
reactions Their
About
About
About
About
Thanks/
About
maturity/
existing
Program/
Appreciation
Presenter
Content
point of view
1
1
Somethings were discussed
that perhaps were not
necessary.
30 | P a g e
General
OTHER COMMENTS
1
Southern Cross University
PO Box 157
Lismore NSW 2480
Phone 02 6620 3605
Fax 02 6620 3243
Email: ccyp@scu.edu.au
www.ccyp.scu.edu.au

Evaluating Interrelate`s School Education

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