Blossom

SASE PROJECT
Ashleigh Graham Brooke Keighrey Leah Forbes

I need love and care. I am unique. I will grow when Im ready and in my own way. I am changing from the inside out. I will grow. I will change. I will blossom.

Contents
Page Number: 4. Introduction - About Blossom - The Issue - Aim - Vision - Mission 5. Pillars of Support 7. Rationale 11. Legislation 13. Curriculum Links - Victorian Essential Learning Standards 18. Activities - Celebration event - Menstrual bracelet - I am bracelet - I am blossoming pot plant 26. Promotional Event 28. Appendices (1) Website Links (2) Legislation (3) Dear Mum/ Significant other Letter (4) Student Checklist (5) Checklist for Teachers and Coaches (6) Ballarat Community Health Contacts 45. References
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Introduction
Blossom is a school based program which may be implemented to assist female students in becoming aware, familiar and comfortable with the physical and emotional changes that take place during puberty. The program not only educates young females, but also encourages teachers and the community to recognise the need for accommodating and addressing these changes.

Issue
Many girls are likely to experience their onset to puberty during their primary school years. On average first menstruation (menarche) often occurs at 12 and a half years of age, although many girls from as young as the age of eight regularly manage this occurrence within the primary school setting. Along with these, other physical, social and emotional changes take place prior to menarche which requires the pubescent girl to feel confident about her own body, health and wellbeing. Schooling holds a large role in the life of young girls, and therefore need to be able to offer and play a significant role in supporting the health and wellbeing of their students. It is important that schools have a program in place which offers female students the appropriate resources and educational experiences in which these needs can be met.

Aim
To assist females in becoming both aware and comfortable with the physical and emotional changes that takes place during puberty.

Vision
That young females achieve the best possible health and well being.

Mission
To offer young females, in partnership with the school and community, the opportunity to develop a sense of identity and belonging, support and safety, understanding and wellbeing, through health and physical education.
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Pillars of Support

Wellbeing Support

Understanding Identity Belonging Safety

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Rationale

The Blossom program was developed in partnership with Ballarat Community Health (BCH), BCHs aim is to promote health and well being within the community and provide quality and affordable health care. It was when speaking to members of Ballarat Community Health that the issue of most concern was the early development of young girls who are not getting the support and assistance which they need. It was after speaking with Bernadette Duffy that our group identified that some type of support program needed to be implemented in order to offer better support and wellbeing for young females, it was here that Blossom was developed. The name Blossom was developed by the group with the assistance of Bernadette Duffy, being symbolic of Blossoming or the process a flower goes through when growing - we believed that it was quite appropriate in addressing the issue of girls changing bodies. The symbol of the flower was a representation of the blossoming process however displayed in a discrete manner which would not be embarrassing to young girls or male teachers/carers. The name, logo of a flower and colours used are very girly however appropriate for the program. Blossom is an innovative program which is designed to be implemented within a school and community environment addressing the issue of young girls developing and going through puberty at a much earlier age. Ballarat Community Health is particularly concerned at the rate in which young females are developing at and believe that the support basis which girls need is not always being provided, therefore blossom has been specially designed to meet the emotional as well as physical support that is required. Bernadette Duffy from BCH has been looking into the issue and conducting her own research into the matter, although there are not many Australian statistics regarding the matter there are many from the United States and the United Kingdom which would suggest similar results in Australia. Research has suggested sexuality education is expected to be covered in primary schools however is a little challenging when Australia does not have a national sexuality curriculum. (Milton et al 2001) Mission Australia National Survey of Young Australians 2010 demonstrated the various ways in which young females would seek support, 90% would turn to a friend, 76.6% to parents, 65.2% to a relative/family friend and 20.8% to the internet, 10.6% to a teacher and 11.8% to magazines. It was when developing strategies which would assist young girls that all these various support networks were being considered, whether it was in a checklist or another way of communicating with a friend or getting the answers they required from a magazine or website. Blossoms aim is to assist females in becoming both aware and comfortable with the physical and emotional changes that takes place during puberty therefore ensuring that young girls achieve the best possible health and well being. It is only with partnerships within the school and wider community which will assist this process and therefore allow young females to develop a sense of identity and belonging, support and safety, understanding and well being, through health and physical education. As boys experience puberty a lot of positive aspects are addressed for example they are told that they will become stronger, taller and more muscular however for young females menarche and menstruation is surrounded by ...secrecy, shame, embarrassment and concealment (Burrows and Johnson, 2005, p236) and identified as more of a hindrance than a positive experience. It is not necessarily the physical aspect of puberty which is the issue for young females rather the emotional aspect and lack of support which they are given when experiencing these changes.

The blossom program has provided a number of resources rather than lessons which can be adapted to both a school and community based environment. Each resource has been carefully considered when addressing issues surrounding young female development and assists in offering the girls emotional support and addressing Blossoms vision and mission. A goodie bag is provided to each girl who is involved in the Blossom program, the bag contains a number of items which can be discretely hidden yet accessed easily. The bag contains sanitary items, a pen and calendar, change of clothing, I have checklist, deodorant, plastic bags and sanitary wipes. The bag was designed to be kept in the girls school bags and reduce embarrassment if needing to access items or spare clothing, if the bag fell on the floor it would not be embarrassing as none of its contents would be visible. The first activity provided is the I am Bracelet this activity addresses what young girls see in themselves or what they believe their personal attributes or traits may be this activity moves beyond the superficial aspects such as appearance and towards how the young females see themselves as a person. Each coloured string represents a different trait or attribute which each student believes they have and they can then construct a bracelet from it. The second resource is the menstrual cycle bracelet; this activity is designed to promote an understanding of the physical changes that are taking place in their bodies. Each female is given a pack of beads, string and a clasp it is here that the girls go through a breakdown of each aspect of their menstrual cycles. Each of the 28 beads represents a different stage of menstruation the first 8 represent the beginning of the cycle, the next 5 represent the fertile days, and there is one to represent ovulation then there are another 13 to represent the last stage/end of the cycle. The clasp is designed to be moved around the bracelet keeping track of each individual girls cycle therefore allowing them to understand the changes which they are experiencing. The third resources are designed as checklists. There is one for the students/young girls and another for teachers/coaches. The girls checklist addresses issues such as having someone to talk to, feeling comfortable asking questions and understanding that their body is changing. The checklist supplied for teachers and coaches include considering that some students may develop faster than others, that students may not know where or how to access sanitary items and conducting a parent/guardian night. These are all ways in which assist in increasing and maximizing support for developing girls. The fourth is a Dear mum letter which is included in the goodie bag; it is here the girls can leave a note for their mum or a significant female person in their life which addresses issues that need to be talked about. As girls may be a little embarrassed or shy and may not want to ask about getting fitted for a bra or about developing they can leave this note in a place where their significant female can find it and later bring up and discuss the topics at an appropriate time. The last activity which links in with the blossom theme is allowing the girls to decorate their own pot/cup which they can plant flower seeds in which they can care for and watch them grow and blossom in their own time. Blossom wishes for girls to feel comfortable with whom they are and that it is normal for everyone to develop at different rates, there is no right or wrong way. The program also ensures that the wider community such as schools, teachers and community organisations are all aware that girls are developing at various ages, some younger than others so they must take this into account. The 9

support which is provided via the various resources and goodie bag in particular are all aspects of providing maximum support and addressing the issue of girls changing bodies, the link to both our vision and mission are clearly demonstrated throughout the entire program and raising awareness in a variety of aspects in the girls lives.

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Legislation

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Legislation
The following Acts of Legislation compliment and influence the Blossom program: Child Wellbeing and Safety Act 2005 The Child Wellbeing and Safety Act 2005 was enacted on 1 June 2006. This legislation established the Office of the Child Safety Commissioner. The Act provides an overarching legislative framework designed to encourage and support a shared commitment towards children in Victoria. Child Services ACT 1996 The main purpose of this Act is to provide for the licensing and regulation of children's services Education and Training Reform Act 2006 The Education and Training Reform Act 2006 represents an undertaking by the Victorian Government to ensure that Victoria has a robust and modern legislative framework for education. It updates and replaces twelve separate education Acts Health Records Act 2001 The Health Records Act 2001 (the Act) creates a framework to protect the privacy of individuals' health information. It regulates the collection and handling of health information. The Act:

Gives individuals a legally enforceable right of access to health information about them that is contained in records held in Victoria by the private sector; and Establishes Health Privacy Principles (HPPs) that will apply to health information collected and handled in Victoria by the Victorian public sector and the private sector. Information Privacy Act 2000

This Information Privacy Act regulates the privacy of personal information, and establishes a regime by which this information can be collected and handled. Health Education Act The purpose of the Health Education Act is to promote fair and responsible handling of health information

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School Policies

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Policies
Victorian Policies 3.17 Health Education 3.17.1 Approaches to Health Education School health education policies are to be developed by the school council with the input of the school community students, parents and teachers. The development and implementation of the health curriculum should be consistent with the school ethos as well as community and parental expectations in the context of Department of Education and Early Childhood Development curriculum and operation guidelines.

3.17.2 Sexuality Education Sexuality education is inclusive education for sexual health and respectful relationships. It should build on knowledge, skills and behaviours. The sexuality education of Victorian youth is a shared responsibility between school-based programs, the local health and welfare community and parents Comprehensive sexuality education is a compulsory health education curriculum component from prep to year ten. Sexuality education is supported by the Victorian Essential Learning Standards and integrated throughout the Health and Physical education and Interpersonal Development domains. Sexuality education should be developmentally appropriate and be present in primary, secondary and special school curricula. Primary school programs provide a necessary foundation for programs offered in secondary schools. The nature and amount of information that can be provided will depend on the age of the students concerned.

3.17.2.2 Parental Right to Withdraw a Child It is important that schools maintain an open dialogue with parents regarding the schools sexuality education program. Research indicates that the majority of parents support the provision of sexuality education at school. Parental roles in sexuality education are a compulsory part of a schools health education curriculum. School-based sexuality education programs are more effective when they are developed in consultation with parents and the local community.

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A parent or caregiver may decide not to allow their child to participate in the sexuality component of the schools health education.

3.17.5 Student Disclosures and Confidentiality It is essential to safeguard all students by ensuring that all staff who teach health education engage in professional learning that includes relevant techniques such as protective interrupting. Teachers should try to anticipate potential issues or problems and take steps to avoid students making personal disclosures. Students and parents/guardians have a right to privacy and confidentiality. Teachers should be sensitive to a range of family structures and not presume that all students come from a nuclear family. Under duty of care requirements, teachers are not able to promise absolute confidentiality to students. It is important for teachers of health education to be familiar with the appropriate procedures and policies relating to the safety and well being of students.

3.17.6 Selection and use of Health Education Resources Principals should ensure the following: -The curriculum material and resources used in the school are appropriate for the students age group and wellbeing, including their social, physical and moral development. -The exploration of issues and ideas related to the curriculum material and resources is relevant to the central purposes of education and is conducted with due respect for the students and their parents. -material or themes contained in a resource which are likely to be regarded as highly offensive or obscene by the school community are not to be used regardless of any possible educational value. 3.17.6.1 Use of Guest Presenters and Other Support Resources Within a schools comprehensive health education program, classroom teachers are the most appropriate people to teach about a range of health issues. They have the opportunity to establish caring and trusting relationships with students in their day to day activities. However, teachers should not feel that they have to be experts in all aspects of health, and therefore make use of: -Department of Education and Early Childhood Development teacher resources

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-Department of Education and Early Childhood Development primary Health Education Charts -The expertise and information available from regional support staff -The Health and Physical Education domain -Professional learning activities provided by the Department and other organisations

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Curriculum Links

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Curriculum Links
The Victorian Essential Learning Standards outlines what is essential for all Victorian students to learn during their time at school and asserts sexuality education as a compulsory component of the health education curriculum for schools from prep to year ten. Schools are expected to report on sexuality education achievement as with other subjects such mathematics and English, reflecting student learning against the VELS framework. School-based sexuality education is one of the core learning and teaching responsibilities a school undertakes to equip its students for a healthy and fulfilling adult like. Education for students on puberty is explicitly listed within the Health and Physical Education domain on two different levels, these include: Health knowledge and promotion Level Four Students identify the likely physical, emotional and social changes that occur during puberty. They identify and discuss the validity of the ways in which people define their own and other peoples identity. They describe the actions they can take if they feel unsafe at home, school and in the community. They describe the physical, social and emotional dimensions of health and establish health goals and plan strategies for improving their personal health. They describe a range of health services, products and information that can be accessed to help meet health needs and concerns. They analyse and explain physiological, social, cultural and economic reasons for food choices and analyse and describe food selection models. They describe how to prepare and store food hygienically. Level Five Students describe the physical, emotional and social changes that occur as a result of the adolescent stage of the lifespan and the factors that influence their own development. They describe the effect of family and community expectations on the development of personal identity and values. They identify outcomes of risk-taking behaviours and evaluate harm-minimisation strategies. They identify the health concerns of young people and the strategies that are designed to improve their health. They describe the health resources, products and services available for young people and consider how they could be used to improve health. They analyse a range of influences on personal and family food selection, and identify major nutritional needs for growth and activity.

These levels explicitly link together with the aims of the Blossom program in assisting their health and well-being education.

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Activities

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Title: Menstrual cycle bracelet. Duration: 50 minutes Year Level: This activity can be completed from year 3 onwards; however it depends on the stage of development that the students are at

Background information: Menstruation is an important part of the development process of girls. The Menstrual cycle allows our body to prepare for reproduction. The cycle is usually around 28 days; however it is important to note that everybody is unique and different, so cycles vary from girl to girl. A person can become aware of their own cycle length by counting the days. The cycle begins from the first day of bleeding in one month to the first day of bleeding in the next. The cycle is made up of stages; menstruation, high fertility, ovulation and low fertility. Menstruation is the time when the uterus sheds its lining. It does this because there have been no fertilised eggs implanted in its walls, so it is a process of preparing itself for the next time of ovulation. The time of high fertility in the menstruation cycle is directly after a girl finishes menstruating. This is a time when the ovaries are preparing an egg to be released during ovulation. Ovulation is the next stage of the menstrual cycle. This is when the eggs are released from the ovaries, ready to be fertilised. The time of low fertility is when the egg and the lining of the uterus are waiting and preparing for menstruation.

Content of activity: Explain to the student that they will be learning about their menstrual cycles and how to keep track of which stage of the cycle they are in. Ask the students what they know about their menstrual cycles. Start a group discussion based on the background information. If the students are not comfortable with this or they do not offer anything to the discussion, develop their understanding by going through the background information with them.

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Highlight the different stages in the menstrual cycle and explain what girls should expect at each of those stages.

Introduce the menstrual cycle bracelet to the students using a pre-prepared bracelet and an A3 image. Ask them what they think the different colours/ features might represent. Explain to students the importance of ensuring that the colour/day combinations are correct. Explain to the students that the silver clip is used so they can keep track of their cycles.

Hand out the materials (beads, elastic, silver clip). As the students are making their bracelets, circulate around the group and offer any assistance or suggestions. This is also a time when individual students can be questioned about what they have learnt. It also allows time for the students to ask the teacher or significant adult any questions that they may have.

The session can be concluded by a whole class or small group discussion about what they have learnt about the menstrual cycle.

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Title: I am blossoming flower pot Duration: 50 minutes 90 minutes (depending on whether the pots are decorated or not) Year Level: This activity may be adapted to suit any year level

This activity is suitable for completion after the students have learnt about personal development and puberty. It will help them to consider their development in a positive light, as sometimes puberty is seen as a hindrance. It will allow the students to look at their own bodies like the blossoming flower that they have planted. Just like the seed needs nurturing to grow; the students need to understand that their bodies also need to be loved and cared for.

Content of activity: Prepare the classroom for the activity by laying newspaper or plastic sheeting on the floor. Ask the students to create a circle on the newspaper in front of you. Tell the students that they will be planting a seed in a pot. Question them as to why they think this might be relevant to puberty and personal development, guiding them if need be. Explain to the students that they are like the flower in more than one way. They are not only developing; but they also need love, care and support. Hand out the materials (pots, potting mix and seeds). At this time you could expand this activity by allowing the students to paint or decorate the pots as they wish; however this is not essential. While the students are painting/planting, positive music can be played in the background and discussion should be encouraged about what they learnt in the previous lesson about puberty. This could also be a time when the students can talk among themselves about female issues other than puberty. This is an important process as it allows the girls to connect with each other. It will help the girls to feel more comfortable and it will also make them aware that they are not alone in the development process.
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You could end the lesson by reminding the students that in order for this plant to grow they need to care, love and nurture it.

At the end of the lesson, the students could also be given the blossom poem to read together or for later reflection.

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Title: I am bracelet Duration: 30 minutes Year Level: This activity may be adapted to suit any year level VELS Level: 4 & 5 Strand: Health Knowledge & Promotion Domain: Health and Physical Education Objective: To encourage students to build self value and confidence by recognising positive traits within themselves.

Content of activity: Explain to students that they will be making individual bracelets using different coloured pieces of thread Tell students that each different coloured thread relates to a different characteristic or trait Show students the coloured cards (see attachments) Read over the cards with students; be sure to clarify any words with students if they are not sure on their meanings. Promote discussion with students by asking: Why they may be carrying out this lesson? What colour do you think they will pick first and why? If you could pick one for someone else what would you pick? Send students off in small groups at a time to select their colours and allow them to begin making them. -It may be a good idea to sit the different colours in different areas of the room so students have easier access to them The session may be ended with a whole class or small group discussion of which colour they chose and why.

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I am Bracelet Colour References

Red Outgoing Enthusiastic Warm Smiley

Purple Calm Forgiving Understanding Courageous

Yellow Sunny Bright Friendly Peaceful

Pink Caring Sweet Kind Thoughtful

Green Supportive Helpful Nurturing Down to earth

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Promotional Event

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Appendices

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Appendix 1

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Appendix 2

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Legislation
Child Wellbeing and Safety Act 2005
-1. Purposes (a) To establish principles for the wellbeing of children; and (b) To establish the Victorian Children's Council; and (c) To establish the Children's Services Co-ordination Board; and (d) To provide for the Child Safety Commissioner; and (e) To confer functions and powers on the Child Safety Commissioner in relation to the safety of children; and (f) To provide for the notification of births to municipal councils; and (g) To repeal Part IX of the Health Act 1958. -10. Functions of the Council (1) The functions of the Council are to provide the Premier and the Minister with independent and expert advice relating to policies and services that enhance the health, wellbeing, development and safety of children. (2) The Secretary must make available to the Council the services of any employees in the Department that are necessary to enable the Council to carry out its functions. -15. Functions of the Board The functions of the Children's Services Co-ordination Board are(a) to review annually and report to the Minister on the outcomes of Government actions in relation to children, particularly the most vulnerable children in the community; and (b) to monitor administrative arrangements to support co-ordination of Government actions relating to children at local and regional levels -19. General functions in relation to child safety The functions of the Child Safety Commissioner are(a) to provide advice and recommendations to the Minister about child safety issues, at the request of the Minister; (b) to promote child-friendly and child-safe practices in the Victorian community; (c) the functions relating to working with children conferred by Division 2; (d) the functions relating to out of home care conferred by Division 3; (e) the functions relating to child inquiries, including child deaths, conferred by Division 4; (f) any other functions conferred on the Child Safety Commissioner under this Act or any other Act. -24. Functions in relation to working with children The Child Safety Commissioner has the following functions in relation to working with children(a) to review and report on the administration of the Working with Children Act 2005; (b) in consultation with the Secretary to the Department of Justice, to educate and inform the community about that Act. -40. Confidentiality (1) In this sectionrelevant person means(a) a person who is or has been the Child Safety Commissioner; or (b) a person who is or has been a delegate of the Child Safety Commissioner; or (c) a person who is or has been an authorised person; or (d) a person who is or has been a member of an advisory committee referred to in section 38; or

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(e) a person who is or has been appointed to assist an advisory committee referred to in section 38; senior available next of kin has the same meaning as in the Human Tissue Act 1982. (2) A relevant person must not, except to the extent necessary(a) to carry out functions under this Part; or (b) to exercise powers under this Part; or (c) to give any information he or she is expressly authorised, permitted or required to give under this Partdisclose to any other person, whether directly or indirectly, any information acquired by reason of being a relevant person if a person who is or has been a child in out of home care or a child who is or whose death is the subject of an inquiry under Division 4 or a member of that person's family will or may be identified from that information. Penalty: 60 penalty units. (3) Subsection (2) does not apply to the disclosure of information(a) with the prior consent in writing of the person to whom the information relates or, if that person has died, with the consent (which may be express or implied) of the senior available next of kin of that person; or (b) to a court or tribunal in the course of criminal legal proceedings; or (c) pursuant to an order of a court or tribunal made under another Act or law; or (d) to an Australian legal practitioner for the purpose of obtaining legal advice or representation. Child Services ACT 1996 -Purpose 1. Purpose The main purpose of this Act is to provide for the licensing and regulation of children's services. -Educational or recreational programs 26B. Educational or recreational programs (1) The proprietor of a children's service must ensure that there is made available to all children cared for or educated by the children's service an educational or recreational program(a) that is based on the developmental needs, interests and experiences of each child; and (b) that is designed to take into account the individual differences of those children; and (c) that enhances each child's development. (2) A family day carer must ensure that there is made available to all children who are being cared for or educated by the carer as a family day carer an educational or recreational program(a) that is based on the developmental needs, interests and experiences of each child; and (b) that is designed to take into account the individual differences of those children; and (c) that enhances each child's development. Education and Training Reform Act 2006 Functions of Authority 2.5.3. Functions of Authority (1) The Authority is responsible for(a) developing high quality courses and curriculum and assessment products and services; (b) carrying out functions as a body registered under Chapter 4;

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(c) providing linkages that will facilitate movement between those courses and other courses. (2) The functions of the Authority are to(a) develop policies, criteria and standards for curriculum, assessments and courses for school students, including courses leading to registered qualifications; (ab) develop policies, criteria and standards for learning, development and assessments, which relate to early childhood; (b) develop, evaluate and approve(i) courses normally undertaken in, or designed to be undertaken in the school years 11 and 12 which are accredited by the Victorian Registration and Qualifications Authority under Chapter 4 or which could be accredited under that Chapter and assessment procedures for those courses; and (ii) courses for students at other school years; (c) oversee the delivery of, and conduct assessments for, the VCE, VCAL and any other qualification available to a student in a school except a qualification in vocational education and training, further education or higher education that is a registered qualification; (d) conduct assessments of students in years 11 and 12 undertaking accredited courses; (e) arrange with schools and other persons, bodies or agencies providing accredited courses to conduct, on behalf of the Authority, school-based assessments of students in those courses; (f) approve the establishment of examination centres for the conduct of examinations in accredited courses and to withdraw approval of examination centres; (g) set rules for the conduct of assessments, including examinations, referred to in paragraphs (d) and (e); (h) develop and maintain standards for measuring and reporting on student performance; (i) conduct assessments against those standards for measuring and reporting on student performance; (ia) conduct assessments against national standards for measuring and reporting on student performance; (ib) develop and maintain standards for measuring and reporting on early childhood learning and development; (ic) arrange for other persons, bodies or agencies to conduct assessments against the standards for measuring and reporting on early childhood learning and development; (j) do any of the following by arrangement with other persons, bodies or agencies(i) design, develop and evaluate a curriculum or course (whether leading to a registered qualification or not) and an assessment or assessment method for the course or any other course (whether leading to a registered qualification or not); (ii) oversee the delivery of the course and conduct assessments of students undertaking the course; (iii) design, develop and evaluate curriculum and assessment products and services; (k) conduct investigations and hearings in accordance with Division 3 and, if necessary, amend or cancel assessments in accordance with that Division; (l) monitor(i) patterns of participation by school students in courses; and (ii) the quality of outcomes of courses for school students; (m) advise the Victorian Registration and Qualifications Authority about

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patterns of participation and quality of outcomes referred to in paragraph (l) relating to courses in schools normally undertaken in years 11 to 12 including VET in Schools courses and the qualifications relating to those courses; (n) give advice or make recommendations to the Minister about any educational policy or strategy relating to its objective or functions; (o) prepare and maintain records of student assessment and, on request, provide a copy of a student's record to the student or a person authorised by the student to receive it; (p) make available to the general public information collected by the Authority on(i) results of schooling as measured by assessments of student performance; and (ii) early childhood learning and development; and (iii) other statistical information relating to the Authority's functions; (q) commission or conduct research on matters related to its functions; (r) provide professional development activities related to its functions; (s) provide information services about its practices and functions; (t) report on student performance as measured by assessments conducted against standards (including national standards) to the Minister, the Secretary and relevant bodies; (ta) with the approval of the Minister, report on student performance as measured by assessments conducted against national standards to a body or person approved by the Minister; (tb) report on the results of assessments relating to early childhood learning and development to the Minister, the Secretary and relevant bodies; (u) any other function conferred on or delegated to the Authority under this or any other Act. (3) The Authority may issue a qualification relating to(a) a course undertaken by a school student in any year up to and including year 10; (b) an accredited course owned by the Authority. (4) The Authority may recognise the completion of an accredited course or part of an accredited course or the award or issue of a registered qualification by the issue of a written statement or otherwise. (5) Any information made available to the general public by the Authority in carrying out its function under subsection (2)(p) must not include any personal information relating to any individual student or child.

Information Privacy Act 2000 1. Purposes The main purposes of this Act are(a) to establish a regime for the responsible collection and handling of personal information in the Victorian public sector; (b) to provide individuals with rights of access to information about them held by organisations, including information held by contracted service providers; (c) to provide individuals with the right to require an organisation to correct information about them held by the organisation, including information held by contracted service providers; (d) to provide remedies for interferences with the information privacy of an individual; (e) to provide for the appointment of a Privacy Commissioner. Information Privacy Principles 14. Information Privacy Principles

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(1) The Information Privacy Principles are set out in Schedule 1. (2) Nothing in any Information Privacy Principle affects the operation or extent of any exemption arising under Division 2 of Part 2 and those Principles must be construed accordingly. (3) For the purposes of this Act, an act done or practice engaged in by an organisation is an interference with the privacy of an individual if, and only if, the act or practice is contrary to, or inconsistent with an Information Privacy Principle or an applicable code of practice. 18. Codes of practice (1) An organisation can discharge its duty to comply with an Information Privacy Principle in respect of personal information collected, held, managed, used, disclosed or transferred by it by complying with a code of practice approved under this Part and binding on the organisation. (2) A code of practice may(a) modify the application of any one or more of the Information Privacy Principles by prescribing standards, whether or not in substitution for any Information Privacy Principle, that are at least as stringent as the standards prescribed by the Information Privacy Principle; or (b) prescribe how any one or more of the Information Privacy Principles are to be applied, or are to be complied with. (3) A code of practice may apply in relation to any one or more of the following(a) any specified information or class of information; (b) any specified organisation or class of organisation; (c) any specified activity or class of activity; (d) any specified industry, profession or calling or class of industry, profession or calling. (4) A code of practice may also(a) impose controls on an organisation that matches data for the purpose of producing or verifying information about an identifiable individual; or (b) in relation to charging(i) set guidelines to be followed in determining charges; or (ii) prescribe circumstances in which no charge may be imposed; or (c) prescribe(i) procedures for dealing with complaints alleging a contravention of the code, including the appointment of an independent code administrator to whom complaints may be made; or (ii) remedies available where a complaint is substantiated; or (d) provide for the review of the code by the Privacy Commissioner; or (e) provide for the expiry of the code. (5) Subsection (1) applies also to a public sector agency or a Council in seeking to discharge its duty to comply, so far as is reasonably practicable, with an Information Privacy Principle in relation to a public register as imposed by section 16(4) and this Part has effect accordingly. Health Records Act 2001 Purpose 1. Purpose The purpose of this Act is to promote fair and responsible handling of health information by(a) protecting the privacy of an individual's health information that is held in the public and private sectors; and (b) providing individuals with a right of access to their health information; and (c) providing an accessible framework for the resolution of complaints regarding the handling of health information.

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Appendix 3

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Dear Mum/Significant other letter...

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Appendix 4

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Students checklist...

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Appendix 5

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Checklist for teachers and coaches...

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Appendix 6

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Ballarat Community Health

Contact: Health Promotion Officer Bernadette Duffy 710 Sturt Street, Ballarat Victoria 3350 Phone: 0353384500 Fax: 53326617 bernadetted@bchc.org.au

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References
Department of Education and Early Childhood Development http://www.education.vic.gov.au/ Menstrual cycle bracelet picture, retrieved from, http://www.kaboodle.com/hi/img/c/0/0/11d/9/AAAADM1-iDUAAAAAAR2d3g.jpg Flower plant picture, retrieved from, http://www.uncommongoods.com/images/product/17506_med.jpg Walker, J and Milton, J. (2006). Teachers and parents roles in the sexuality education of primary school children: a comparison of experiences in Leeds, UK and in Sydney, Australia, Sex Education. Vol 6, no. 4, pp. 415-248. Burrows, A., & Johnson, S. (2005). Girls experiences of menarche and menstruation, Journal of Reproductive and Infant Psychology. Vol. 23, no. 3, pp. 235-249. Mission Australia National Survey of Young Australians 2010 Victoria Essential Learning Standards websitehttp://www.vels.vcaa.vic.edu.au/ Health Information for Girls http://www.girlshealth.gov Angelo, F., Pritchard, H., & Stewart, R. (2004). Secret Girls Business. Mount Albert: Secret Girls Business.

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