celibate - repressive:
knowledge corrupts - sex is taboo; actively suppress interest, knowledge, experience; parents/institutions have role of repression

chaste - restrictive:
knowledge to correct problems - regulate access on a "need to know" basis; parents/instit. control access and restrict behavior

active - permissive:
knowledge prevents problems - formal adult mentors teach facts; experience left to peer activity

expressive - supportive:
knowledge enhances life - formal adult/peer mentors teach facts and skills; little is left to chance

As Hass(1979) so aptly puts it:
Sexuality & Relationships education should be for all children, young people and adults, including those with physical, learning or emotional difficulties and it should address the following:-

the cognitive domain (Biological, socio-cultural, psychological, and spiritual dimensions of sexuality (knowledge and information);

the affective domain (Exploring feelings, human values, attitudes and moral issues);

the behavioural domain (Informed choices are of paramount importance. This involves the development of communication skills, decision-making skills, and other relevant inter-personal skills such as assertiveness and negotiation skills to avoid and resist unwanted sexual experience; fostering intra-personal skills such as self-esteem, self awareness and a sense of responsibility as well as basing behaviours on an awareness of health issues).

Comprehensive school-based sexuality & relationships education that is appropriate to students' age, developmental level, and background should be an important part of the education program at every age, starting at the primary level, throughout the secondary school years. A comprehensive sexuality & relationships education program respects the diversity of values and beliefs represented in the community and will complement and augment the sexuality & relationships education children receive from their families, parents or guardians.

Information
To provide accurate information about human sexuality, including: growth and development, human reproduction, anatomy, physiology, masturbation, family life, pregnancy, abortion, childbirth, parenthood, sexual response, sexual orientation, contraception, sexual abuse, HIV/AIDS and other sexually transmitted infections.

Attitudes, Values and Intra-personal Skills:
To provide an opportunity for young people to question, explore, and assess their sexual attitudes in order to understand their family's values, develop their own values, increase self-awareness and self-esteem, develop insights concerning relationships with families and members of both genders, and understand their obligations and responsibilities to their families and others.

Relationships and Interpersonal Skills:
To help young people develop interpersonal skills, including communication, decision-making, assertiveness, conflict management and peer refusal skills, as well as the ability to create satisfying relationships. Sexuality & Relationships Education programs should prepare students to understand their sexuality effectively and creatively in adult roles. This would include helping young people develop the capacity for caring, supportive, non-coercive, and mutually pleasurable intimate and sexual relationships.

Responsibility:
To help young people exercise responsibility regarding sexual relationships, including addressing abstinence, how to resist pressures to become prematurely involved in sexual intercourse, and encouraging the use of protection measures in the already sexually active adolescents. Sexuality & Relationships Education should be a central component of programs designed to reduce the prevalence of sexually-related medical problems; these include teenage pregnancies, sexually transmitted diseases, including HIV infection, and sexual abuse.

These goals are based on specific values related to human sexuality developed to be consistent with values that reflect the beliefs of most people in a pluralistic society. These values might need re-evaluation to be sure that the program is consistent with the philosophy of the school or entity involved.

1. HUMAN DEVELOPMENT
Human development is characterised by the interrelationship between physical, emotional, social and intellectual growth. The main topic areas inherent in this concept are reproductive anatomy and physiology, reproduction, puberty, body image and sexual identity and orientation. Thus, a sexually healthy person will:-
- Appreciate one's own body
- Seek further information about reproduction as needed.
- Affirm that human development includes sexual development, which may or may not include reproduction or genital sexual experience.
- Interact with both genders in respectful and appropriate ways.
- Affirm one's own sexual orientation and respect the sexual orientation of others.

2. RELATIONSHIPS
Relationships play a central role throughout our lives. The specific topic areas of this concept are families, friendship, love, dating, marriage and lifetime commitments and raising children. Thus a sexually healthy person will:-
- View family as a valuable source of support.
- Express love and intimacy in appropriate ways.
- Develop and maintain meaningful relationships.
- Avoid exploitative or manipulative relationships.
- Make informed choices about family options and relationships.
- Exhibit skills that enhance personal relationships.
- Understand how cultural heritage affects ideas about family, interpersonal relationships, and ethics.

3. PERSONAL SKILLS
Healthy sexuality requires the development and use of specific personal and interpersonal skills. The main themes inherent in this concept are values, decision-making, communication, assertiveness, negotiation and looking for help. Thus a healthy sexual adult should be able to:-
- Identify and live according to one's values.
- Take responsibility for one's own behaviour.
- Practice effective decision-making.
- Communicate effectively with family, peers, and partners.

4. SEXUAL BEHAVIOUR
Sexuality is central to being human, and individuals express their seuxality in a variety of ways. The main themes of this concept are sexuality throughout life, masturbation, shared sexual behaviour, abstinence, human sexual response, fantasy and sexual dysfunction. Thus a healthy sexual adult will:-
- Enjoy and express one's sexuality throughout life.
- Express one's sexuality in ways congruent with one's values.
- Enjoy sexual feelings without necessarily acting on them.
- Discriminate between life-enhancing sexual behaviours and those that are harmful to self and/or others.
- Express one's sexuality while respecting the rights of others.
- Seek new information to enhance one's sexuality.
- Engage in sexual relationships that are consensual, non-exploitative, honest, pleasurable, and protected against disease and unintended pregnancy.

5. SEXUAL HEALTH
The promotion of sexual health requires specific information and attitudes to avoid unwanted consequences of sexual behaviour. The main topics of this concept are contraception, abortion, sexually transmitted diseases including HIV, infection, sexual abuse and reproductive health.
- Use contraception effectively to avoid unintended pregnancy
- Prevent sexual abuse.
- Act consistent with one's own values in dealing with unintended pregnancy.
- Seek early prenatal care.
- Avoid contracting or transmitting a STD, including HIV.
- Seek early advice and check-up at the Genito-Urinary clinic.
- Practice health-promoting behaviour, such as regular check-ups, breast and testicular self-exam, and early identification of potential problems.

6. SOCIETY AND CULTURE
Social and cultural environments shape the way individuals learn about and express their sexuality. The specific topic areas of this concept are gender roles, sexuality and the law, sexuality and religion, diversity, sexuality and the arts, sexuality and the media.
- Demonstrate respect for people with different sexual values.
- Exercise democratic responsibility to influence laws dealing with sexual issues.
- Assess the impact of family, cultural, religious, media, and societal messages on one's thoughts, feelings, values and behavioural related sexuality.
- Promote the rights of all people to accurate sexuality information.
- Avoid behaviours that exhibit prejudice and bigotry.
- Reject stereotypes about the sexuality of diverse groups.
- Educate others about sexuality.

The sexually healthy adolescent
The goal of a comprehensive Sexuality & Relationships Education program is to facilitate sexual health. At the end of the secondary school and after learning the six key concepts and associated topics, subconcepts, and developmental messages, the student will demonstrate certain life behaviours. (Ministry of Education, 1999)

A sexually healthy adolescent will know...
- that sexuality should be viewed within the context of truly responsible human relation;
- the basics of anatomy and physiology, the range of sexual orientations;
- sexually transmitted diseases and their prevention;
- the way sexuality is projected in the media and the law about censorship, sexual exploitation and abuse;
- how sexuality is perceived within the Christian religion;
- about the agencies that provide help in this regard.

A sexually healthy adolescent is capable of...
- relating sexuality to the issue of human dignity;
- developing positive interpersonal relationships;
- making responsible choices;
- guarding oneself against sexual abuse and or reporting such cases;
- understanding those who encounter difficulties of a sexual nature and preventing violence, in the broader sense of the term, from being perpetrated against people of different sexual orientation;
- discussing the subject carefully and with the utmost seriousness.

A sexually healthy adolescent is ready to...
- appreciate the human body and sexual differences in a positive, open and responsible manner.

SIECUS (1996) Guidelines for comprehensive sexuality education. 2nd Edition United States: National Guidelines taskforce.