Health & Wellbeing : Relationships, S*xual Health and ...



[pic]Health & Wellbeing : Relationships, Sexual Health and Parenthood - Third Level (Suggested Stage S3)

Schools should assess needs and maturity of classes and the legal framework before deciding when, and if, this lesson might be delivered. It is important that parents / carers are informed of the content of RSHP lessons.

|Health & Wellbeing Outcomes | | | |

| |Pupils should learn: |Suggested Development |Suggested Resources |

|Values & Attitudes |To know about the SHARE programme |Practitioners should be familiar with the content of any resources prior to their use. |SHARE-Educational Resource (Health |

|Respect & Responsibility |and its values base |SHARE Session 1: Starting Out (10 minutes) |Scotland) |

|Self-awareness | |This session is intended to explain the programme to pupils and to create a group agreement|SHARE Session 1: Starting Out p21-25 |

|Personal & Social Skills |To understand the purpose of the |for behaviour in subsequent sessions. It is an important session to include at the start of|Practitioners should refer to Appendix C |

| |group agreement and the limits of |each new course of lessons, whenever a new group comes together for sexual health and |(Scots Law) in relation to this activity |

|I reflect on how my attitudes, |confidentiality |relationships education or when you are working with a group for the first time. Make sure |For Young People with Additional Support |

|beliefs, values and morality can | |you have a good copy of the group agreement ready for the group at the next session both as|Needs: |

|influence my decisions about |To know who they can approach for |a handout and on a large sheet of paper for permanent display. (Session reduced to maximum |Chance to Choose-select exercises from the|

|friendships, relationships and |individual help |of 10 minutes because pupils are now familiar with group agreement procedure) |“Communication” theme |

|sexual behaviour | | |Let’s do it useful group building |

|HWB 3-46a |To increase their knowledge on the |Watch “Facing the Consequences” DVD as a lead into work around risky behaviour and the |exercises from section 1 (p27) especially |

| |possible risks and consequences of |consequences of STIs. Discuss the effect of alcohol on sexual behaviour, unprotected sex |1.1 “Ground Rules” (p30) |

|I am developing skills for making|pregnancies and STIs and how they |and sexual health. |SHARE Session 13: Revising Sexual Health |

|decisions about my relationships |can protect themselves and a partner| |p97-106 |

|and sexual behaviour. I am able |against pregnancies and STIs |SHARE Session 13: Revising Sexual Health(35 mins) |For Young People with Additional Support |

|to apply these to situations that| |This session can be used in a variety of ways. It could be used early on in S3 to find out |Needs: (Session 13) |

|may be challenging or difficult |To have information to enable them |what pupils already know and to help plan the best use of time or as part of the final |Rather than using the quiz the time could |

|HWB 3-46c |to make responsible decisions about |session of the year as revision. It can be used as described or as a game or a competitive |be used to reinforce messages from the |

| |their sexual health |quiz for small groups or the whole class to work on. |previous sections. Consideration should be|

| | | |given to involving parents, carers and |

| |To know where to go locally for help|Visit from the school nurse is advised to discuss the risks, consequences and treatment of |learning support staff in revision |

| |and advice |STIs |sessions. Small groups or one-to-one work |

| | | |might be the most appropriate format |

| |To know about the effects of alcohol|Department of Sexual Health Leaflets: |“Facing the Consequences” DVD by PACE |

| |or using drugs on sexual behaviour, | |Productions and NHS Dumfries and Galloway |

| |unprotected sex and sexual health |Your Rights to Confidentiality (NHS) |Contact for Staff re leaflets and advice: |

| | |C2U Drop in Service-details local range of services available for support and advice |Young People’s Sexual Health Co-ordinator,|

| | |C4U Service in Dumfries and Galloway |Department of Sexual Health, NHS Dumfries |

| | |C4U Card “C” Card Scheme |& Galloway |

| | |NHS Dumfries and Galloway-Sexual Health, Contraception and “Drop Ins” |Laurel Bank, Dumfries DG1 2SD |

| | |Your Contraceptive Choices (fpa) |Office: 01387 244436 |

| | |Are You Ready for sex?(Healthy Respect) |Mobile: 07894175139 |

| | |NHS Dumfries and Galloway-Chlamydia Could you be infected? Pharmacy Service Testing and |.uk |

| | |Treatment |School Nurse school “Drop in” |

| | |Is this Love? (fpa) | |

Relationships, Sexual Health and Parenthood : Page 63

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Health & Wellbeing : Relationships, Sexual Health and Parenthood - First Level (Suggested Stage S3)

Schools should assess needs and maturity of classes and the legal framework before deciding when, and if, this lesson might be delivered. It is important that parents / carers are informed of the content of RSHP lessons.

|Health and Wellbeing Outcomes | | | |

| |Pupils should learn: |Suggested Development |Suggested Resources |

|Knowledge & Understanding |To know how to use condoms |Practitioners should be familiar with the content of any resources prior to their use. |SHARE-Educational Resource (Health Scotland) |

|Personal & Social Skills |safely and effectively and where|Visit from the school nurse is advised to discuss the different methods of contraception|SHARE Session 12: Condom use skills p93-96 |

|Values & Attitudes |they can obtain free supplies |and the advantages and disadvantages of these. | |

|Using what I have learned I am able to make | | |For Young People with Additional Support Needs: |

|decisions and choices that promote and |To have practised putting on a |Discuss the fact that the majority of young people delay sexual activity until they are |Let’s Do It Part 6 Condom Exercises (p123-128) |

|protect my own and other’s sexual health and|condom correctly using a |more mature. |Living Your Life, Module 7, Unit 3, Worksheets |

|wellbeing |demonstrator | |57-61; Unit 6 “Contraception” and “Sexual |

|HWB 3-47b | |SHARE Session 12: Condom use skills (35 minutes) |Health-Safer Sex”; and Module 8, Unit 6 |

| | | |Sex and the 3Rs picture 54 |

|I know how to manage situations concerning | |This session involves an activity to teach the skills of using condoms safely and |Talking Together about Sex and Relationships, |

|my sexual health and wellbeing and am | |effectively. |(p81) and use with Project Sheet 11 (p77) |

|learning to understand what is appropriate | | | |

|sexual behaviour | |4 Boys 4 Girls-Talking with young people about sex and relationships (fpa) |SHARE Session 12 links with: SRE Curriculum for |

|HWB 3-49a | | |Young People with Special Needs SHARE Special |

| | |Use SHARE Project Sheet 12 or (fpa) Hot Tips p41 Sequencing cards for putting a condom |8d-Protecting Ourselves, 9a-Why Condoms?, |

|I know where to get support and help with | |on |9b-Using a Condom me-and-us.co.uk |

|situations involving abuse and I understand | |Condoms: Yes or No? p43 | |

|that there are laws which protect me from | | |4 Boys 4 Girls-Talking with young people about |

|different kinds of abuse | |Methods p39-40 |sex and relationships (fpa) p38, 39, 40, 41, |

|HWB 3-49b | |Groups are given the contraception cards on p40 and asked to research this method of |43,44 |

| | |contraception under the headings: How effective is the method, advantages and | |

|I know how to access services, information |Where to access services, |disadvantages and protection against STIs. Bring the groups back together to present | |

|and support if my sexual health and |information and support within |their findings. Information can be found in the leaflet “Is Everybody doing it?” | |

|wellbeing is at risk. I am aware of my |their locality | | |

|rights in relation to sexual health | |Going to the Sexual Health Clinic p44 | |

|including my right to confidentiality and my| |A question and answer session on the services available to them. Mention drop ins within| |

|responsibilities including those under the | |secondary school and sexual health clinics within the community | |

|law | | | |

|HWB 3-48a | | | |

Relationships, Sexual Health and Parenthood : Page 64

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Health & Wellbeing : Relationships, Sexual Health and Parenthood - Third Level (Suggested Stage S3)

Schools should assess needs and maturity of classes and the legal framework before deciding when, and if, this lesson might be delivered. It is important that parents / carers are informed of the content of RSHP lessons.

|Health & Wellbeing Outcomes | | | |

| |Pupils should learn: |Suggested Development |Suggested Resources |

| |To recognise the myths |Practitioners should be familiar with the content of any resources prior to their use. |Zero Tolerance Secondary Resource Pack |

|Knowledge & Understanding |surrounding domestic abuse|Healthy Relationships for Teens: An Activity Pack for Young People |.uk |

| | | |.uk |

|I know where to get support and | |“Fact or Fiction” p90-98 |.uk |

|help with situations involving |To explore their values, |In this section the young people are given statements that are either fact or fiction. |Childline 0800 1111 |

|abuse and I understand that there|beliefs and attitudes |The young people have to place these statements under the headings fact or fiction. The|Bullying Helpline 0800 44 1111 |

|are laws which protect me from |regarding the issues |pupils may wish to discuss further those issues, which in the course of the game, they |Domestic Abuse Helpline 0800 027 1234 (adult only) |

|different kinds of abuse |around domestic abuse |have learned contradicts the beliefs they have held as true. This discussion will give |domesticabuse.co.uk |

|HWB 3-49b | |the teacher the opportunity to gently challenge inappropriate attitudes, values and |ruthinking.co.uk |

| |The role of the police in |beliefs held by individual. |Healthy Relationships for Teens: An Activity Pack for |

|This outcome is also addressed by|relation to crimes of | |Young People |

|Police Guide |violence |Domestic Abuse-“Police Powers” p134-136 |compiled by Avril McPherson |

| | |Teacher and community police officer could co-deliver this session. P134 states parts |Some copies available through Dumfries and Galloway |

| | |of the law in relation to domestic abuse. (check for updates in these laws) |District Teams. |

| | | |Further copies of these packs are available from North |

| | |Pupils carry out the quiz on p135 “Police Powers.” A general discussion follows. See |Ayrshire Women’s Aid, 87-89 New Street, Stevenston, |

| | |answers on p136. |Ayrshire, Scotland |

| | | |KA20 3HD Tel. 01294 602424 |

| | | |Contact Senior Child Protection Officer for this |

| | | |resource on 01387 244676 |

| | | |Nae Danger(Reference #SP001) |

| | |“Keeping Yourself and Others Safe” Checklist and Tips |Made by young people who have been affected by sexual |

| | | |exploitation. |

| | | |Nae Danger looks at issues around risk and keeping safe.|

| | |SHARE Session 22: Review and Closure (25 minutes) |Designed for use with 11 to 16 year olds to explore |

| | | |issues around keeping safe, sexual exploitation, |

| |To review and reflect on |The end of the course is as important as the start, and it provides an opportunity for |internet safety and a variety of other related issues. |

| |the SHARE programme and to|student s to comment on their experience of the sessions and to make suggestions for |Includes an animated film (DVD), a selection of games |

| |identify their learning |modifications and additions. Do not be tempted to skip it altogether, although you may |and activity sheets, all stored in a handy record bag. |

| | |choose to shorten it or add it to a previous session. (In S3 this could be linked with |The pack comes with comprehensive guidance on how to use|

| | |session 12) |it. |

| | | |A Barnardo’s Scotland product: .uk |

| | | |SHARE Session 22: Review and Closure p151-153 |

Relationships, Sexual Health and Parenthood : Page 65

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Health & Wellbeing : Relationships, Sexual Health and Parenthood - Third Level (Suggested Stage S3)

Schools should assess needs and maturity of classes and the legal framework before deciding when, and if, this lesson might be delivered. It is important that parents / carers are informed of the content of RSHP lessons.

|Health & Wellbeing Outcomes | | | |

| |Pupils should learn: |Suggested Development |Suggested Resources |

|Knowledge & Understanding |To have an understanding of good |Practitioners should be familiar with the content of any resources prior to their use. |SHARE-Educational Resource (Health |

|Personal & Social Skills |communication and negotiation in |SHARE Session 10: Good Communication Skills |Scotland) |

|Values & Attitudes |relationships and why this is often |(35 minutes) |SHARE Session 10: Good Communication |

|Respect & Responsibility |difficult | |Skills p80-87 |

|Awareness of Others | |This session addresses the skills of communicating and negotiating (potential) sexual |video clip: “Claire and Ally” from SHARE |

|I understand and can demonstrate |To be aware of the skills associated|encounters. It uses a video clip to trigger discussion and demonstrate skills. |Video clips DVD |

|the qualities and skills required|with good communication in | |Handout B from “SHARE Supporting Materials|

|to sustain different types of |relationships and, in particular, |SHARE Session 10 links with: SRE Curriculum for Young People with Special Needs SHARE |CD” |

|relationships |the skills to say no |Special 7e-Sex-Yes or No? me-and-us.co.uk |(both can be found in the inside pocket at|

|HWB 3-44b | | |the back of the SHARE manual) |

| | |SHARE Sessions 10 and 11 link with: SRE Curriculum for Young People with Special Needs |For Young People with Additional Support |

|I understand and can explain the | |SHARE Special 6a-Saying Yes and No,6b-Learning to Say No, 6c-Asking for what I want, |Needs: |

|importance of and need for | |6d-Refusing Sexual Approaches me-and-us.co.uk |The video clip is less useful for ASN |

|commitment, trust and respect in | | |pupils. |

|loving and sexual relationships. |To encourage pupils to explore and |Family, Friends and Relationships-PHSE Strategies and Skills: Chapter 1, |For Group Work: |

|I understand the different |question their own beliefs, values |Activity 4:Exploring Good Relationships |Make sure you revise Handout B (p.32.) |

|contexts of such relationships |and attitudes about good |Statements about relationships are read out and the pupils choose where to stand on the |Body Board, Flirting, Romantic and Sexual |

|including marriage |relationships and that of others |continuum from strongly agree to strongly disagree. When pupils have placed themselves they|Signals |

|HWB 3-44c | |pair with the person nearest to them on the continuum. They explain why they chose to stand|Male and female cloth models to |

| | |in that position. This is a listening exercise and the pupils should not engage in |demonstrate appropriate touch |

|I understand the importance of |To identify features of a caring |discussion. The next statement is read out and the pupils this time pair with someone in a |Chance to Choose select exercises from the|

|being cared for and caring for |relationship |distant position and repeat the activity. |“Communication” and “Looking After Me” |

|others in relationships and can | | |themes |

|explain why | | |Sex and the 3Rs, handbook section 4.7 |

|HWB 3-44a | | |(p40): pictures 44-45 |

| | | |Let’s Do It, exercises from Part 2 “ |

| | | |Appropriate Behaviour in Relationships” (p|

| | | |101-105) skill based activities on p |

| | | |154-163 |

| | | |For One-to-One Work: |

| | | |Books Beyond Words Hug Me, Touch Me |

| | | |Family, Friends and Relationships-PHSE |

| | | |Strategies and Skills: Chapter 1 Activity |

| | | |4 |

| | | |me-and-us.co.uk |

Relationships, Sexual Health and Parenthood : Page 66

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Health & Wellbeing : Relationships, Sexual Health and Parenthood - Third Level (Suggested Stage S3)

Schools should assess needs and maturity of classes and the legal framework before deciding when, and if, this lesson might be delivered. It is important that parents / carers are informed of the content of RSHP lessons.

|Health & Wellbeing Outcomes | | | |

| |Pupils should learn: |Suggested Development |Suggested Resources |

|Knowledge & Understanding |To raise awareness of different |Practitioners should be familiar with the content of any resources|Decision Making and Communication-PHSE Strategies and Skills: |

|Personal & Social Skills |styles of communicating |prior to their use. |Chapter 3, Activity 9 |

|Values & Attitudes | |Decision Making and Communication-PHSE Strategies and Skills: |me-and-us.co.uk |

|Respect & Responsibility |To have practised, and be able to |Chapter 3, |SHARE-Educational Resource (Health Scotland) |

|I am aware of the need to respect|use, the skills associated with good|Activity 9: What is Assertive Behaviour? |SHARE Session 11: Practising the skills to say “no” p88-92 |

|personal space and boundaries and|communication in relationships and, |Pupils discuss the four key styles of communication: aggressive, |Handout B if pupils do not have it already |

|can recognise and respond |in particular, the skills to say no|passive, assertive and manipulative. Through drama each |For Young People with Additional Support Needs: |

|appropriately to verbal and | |communication style is shown in relation to tone of voice, words, |Body Board-Sex Education |

|non-verbal communication |To develop the confidence and skills|body language and intention. |Chance to Choose-select exercises from the “Communication” theme. |

|HWB 3-44b |to avoid being pressured, or | |Let’s Do It, skill based activities (pp154-163) |

| |pressurising someone else, into |SHARE Session 11: Practising the skills to say “no” (35 minutes) |Living Your Life-Module 8, Unit 3 “Assertiveness” |

|I recognise that power can exist |sexual activity | |Sex and the 3Rs, Handbook Section 4.6 (p38) |

|within relationships and can be | |This session focuses on practising the skills to say “no” |Talking Together about Sex and Relationships, (p.19) |

|used positively as well as |To be aware of their own feelings |effectively and allows pupils the opportunity to practise in |Zero Tolerance Secondary Resource Pack- Some copies available |

|negatively |about parenthood and the |situations of their own making. The exercises need to run in |through Dumfries and Galloway District |

|HWB 3-45a |responsibilities and potential |sequence to build skills. The teacher needs to be confident with |Teams..uk |

| |challenges of teenage parenthood |the skills involved creating a positive atmosphere. |Session 3: Respect Difference |

|I can explain the importance and | | |Session 4: Respect and Power |

|the enduring and complex | |4 Boys 4 Girls-Talking with young people about sex and |SHARE Session 18: Pregnancy and Parenthood p132-139 |

|responsibility of being a | |relationships (fpa) |Project Sheets 18.1 and 18.2 |

|parent/carer and the impact of | |Team Spirits p58,59 |For Young People with Additional Support Needs-For Group Work: |

|parenting on life choices and | | |Body Board-Pregnancy, People and Families |

|options | |This session takes on the form of a debate between team A and team|Chance to Choose-select exercises from the “Pregnancy, Birth and |

|HWB 3-51a | |B around the subjects of relationships, peer pressure, |Parenting” theme. |

|I am aware of the need to respect| |contraception and STIs |I want to be a Good Parent, series from BILD |

|personal space and boundaries and| | |Living Your Life-Module 5, Unit 2 “Pregnancy” and Unit 3 “Birth” |

|can recognise and respond | |SHARE Session 18: Pregnancy and Parenthood (35 minutes) |Sex and the 3Rs, Handbook Section 4.26 and 4.27 (pp 71-72) |

|appropriately to verbal and | | |Talking Together about Sex and Relationships, Project Sheet 5 |

|non-verbal communication | |This session returns to the issue of pregnancy and offers both |(p.109) |

|HWB 3-45b | |girls and boys the opportunity to explore the issues involved in | |

| | |unintended pregnancy. | |

| | | | |

| | |SHARE Session 18 links with: SRE Curriculum for Young People with | |

| | |Special Needs SHARE Special 10a-Reactions to Pregnancy, 10b-Costs | |

| | |of Parenting, 10c-How would a baby change my life?, 10d-Being a | |

| | |Good Parent me-and-us.co.uk | |

| | | | |

Relationships, Sexual Health and Parenthood : Page 67

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Health & Wellbeing : Relationships, Sexual Health and Parenthood - Third Level (Suggested Stage S3)

Schools should assess needs and maturity of classes and the legal framework before deciding when, and if, this lesson might be delivered. It is important that parents / carers are informed of the content of RSHP lessons.

|Health & Wellbeing Outcomes | | | |

| |Pupils should learn: |Suggested Development |Suggested Resources |

|Knowledge & Understanding |To explore the emotional and |Practitioners should be familiar with the content of any resources prior to their use. | |

|Values & Attitudes |physical preparation needed to |Recap on the BBC “Baby Borrowers” DVD 3-Parenting (20 mins) from S2. This time watch it with|BBC “Baby Borrowers” DVD 3-Parenting |

|Respect & Responsibility |become a parent |a different focus. |Download the teacher’s notes for “The Baby|

|I can explain the importance and | | |Borrowers” at |

|the enduring and complex |To consider what it means to be a |Ask pupils to focus on : |bbc.co.uk/schools/teachers/babyborrowe|

|responsibility of being a |parent | |rs |

|parent/carer and the impact of | |Fisnik talking about his father | |

|parenting on life choices and |To explore other people’s opinions |Alex commenting about his parents |Teacher’s notes-Session 2: Emotional and |

|options |on parenting |Ava talking about her understanding of |Physical Preparation for Parenting p45-46 |

|HWB 3-51a | |what is needed to prepare for parenting |Ava, Fisnik and Alex speech bubble cards |

| | |following her parenting experience |(see appendix 13 of teacher’s notes p91) |

|Through investigation I can | | | |

|explain the support available for| |Discuss in groups: Ava, Fisnik and Alex’s parenting experiences (see teacher’s notes p46) |bbc.co.uk/parenting for further |

|parents and carers looking after | | |information |

|babies and bringing up children | |Reflection and Review: Discuss what preparation you need to be a parent? Ask pupils to list | |

|HWB 3-51b | |the emotional needs, for example, love, common sense, support and the physical needs, for |“Four Carrier Bags and a Buggy” DVD |

| | |example, home, heat, light. |(activity cards come with this DVD) |

| | | |Available at: |

| | |Research: (Choose task) | |

| | | | |

| | |Ask pupils to make a video diary of a day in |Programme 1-Having a Baby |

| | |the life of a parent (ask permission first) |Looks at the physical and emotional |

| | | |effects of childbirth |

| | |Interview their mum/dad/carer about the | |

| | |joys and difficulties of being a parent |Programme 2-Coping |

| | | |Looks at the everyday struggles of |

| | |Research and discuss whether parenting |managing with young children |

| | |changes over generations. Are the issues | |

| | |different now from 30 years ago? |Programme 3-The cost of living |

| | | |Looks at the financial difficulties |

| | | |including finding accommodation and coping|

| | | |with everyday expenses |

Relationships, Sexual Health and Parenthood : Page 68

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Health & Wellbeing : Relationships, Sexual Health and Parenthood - Third Level (Suggested Stage S3)

Schools should assess needs and maturity of classes and the legal framework before deciding when, and if, this lesson might be delivered. It is important that parents / carers are informed of the content of RSHP lessons.

|Health & Wellbeing Outcomes | | | |

| |Pupils should learn: |Suggested Development |Suggested Resources |

|Self-awareness |The terms sexuality, sexual |Practitioners should be familiar with the content of any resources prior to their use. |4 Boys 4 Girls-Talking with young people |

|Awareness of Others |orientation, sexual identity and |What is sexuality? p27 (link LGBT input) |about sex and relationships (fpa) p27 |

| |sexual behaviour | | |

|I understand my own body’s | |Divide the class into smaller groups. Ask the pupils to discuss what is meant by the term |“Healthy Relationships” (referenced |

|uniqueness and my developing |To explore and challenge attitudes |sexuality and try to arrive at a definition which the group agrees on. |opposite) was developed for secondary |

|sexuality and that of others |values and perceptions about sexual| |schools in partnership between North |

|HWB 3-47a |orientation |Read out the following statements and ask the group whether they are to do with sexuality or|Lanarkshire Council, South Lanarkshire |

| | |not: |Council and NHS Lanarkshire. See website |

| | | |address below: |

| | |Fancying someone, eating chocolate, contraception, sunbathing, kissing, singing, belonging | |

| | |to a church, watching a film, having a ride on a rollercoaster, massage, celibacy, dancing, |sexandrelationshipseduc|

| | |buying a CD, driving a car, going out with someone of the same sex, watching TV, marriage, |ation/currentprogrammes/index.asp |

| | |going with someone of the opposite sex. | |

| | | | |

| | |Ensure pupils understand that sexuality is not just about sexual behaviour | |

| | | | |

| | |Discuss definitions with the whole class and consider the following questions-What is the | |

| | |meaning of: | |

| | |Does sexuality mean more than sexual orientation? | |

| | |What factors might influence or inhibit people’s sexuality? | |

| | |Can a person’s sexuality change at different times in their lives? | |

| | | | |

| | |See “Sexuality Flower” found in session 7 of Healthy Relationships | |

Relationships, Sexual Health and Parenthood : Page 69

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Health & Wellbeing : Relationships, Sexual Health and Parenthood - Third Level (Suggested Stage S3)

Schools should assess needs and maturity of classes and the legal framework before deciding when, and if, this lesson might be delivered. It is important that parents / carers are informed of the content of RSHP lessons.

|Health & Wellbeing Outcomes | | | |

| |Pupils should learn: |Suggested Development |Suggested Resources |

|Self-awareness |To be aware that both sexuality and|Practitioners should be familiar with the content of any resources prior to their use. | |

|Awareness of Others |sexual behaviour is individual and |SHARE Session 6: Learning about sex |SHARE-Educational Resource (Health |

| |varied |(35 minutes) |Scotland) |

|I understand my own body’s | | |Session 6:Learning about sx: p49-61 |

|uniqueness, and my developing |To be aware of gender differences |This session explores and challenges some of the myths and misunderstandings around male and|Project Sheet 6 and Handout D |

|sexuality, and that of others |in preferences and dislikes |female sexuality. Some of the material is sensitive and requires preparation and careful | |

|HWB 3-47a | |handling. Emphasise at the start of the session that it is about sexual feelings and |Young People's Sexual Health |

| | |behaviour in general-make a box available (known as “ask-it-basket” in primary school) for |Co-ordinator, Department of sexual Health,|

| | |anonymous questions which will be answered in a later session) |NHS Dumfries & Galloway, Laurel Bank, |

| | | |Dumfries DG1 2SD |

| | |Consider providing some wallets containing leaflets and information on the topics you are |Office: 01387 244436 |

| | |covering this session. (contact Department Of Sexual Health-details opposite) |Mobile: 07894175139 |

| | | |.uk |

| | | | |

| | | |For Young People with Additional Support |

| | | |Needs: |

| | | | |

| | | |For Group Work |

| | | |Chance to Choose-select exercises from the|

| | | |“Being Sexual” theme. |

| | | |Sex and the 3Rs, Handbook Section 4.2-4.3 |

| | | |(pp 32-35) |

| | | |Talking Together about Sex and |

| | | |Relationships, Project Sheet 5 (p.61) |

| | | | |

| | | |For One-to one work: |

| | | |Feeling Grown Up “Female Masturbation”, |

| | | |“Male Masturbation” |

Relationships, Sexual Health and Parenthood : Page 70

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Health & Wellbeing : Relationships, Sexual Health and Parenthood - Third Level (Suggested Stage S3)

Schools should assess needs and maturity of classes and the legal framework before deciding when, and if, this lesson might be delivered. It is important that parents / carers are informed of the content of RSHP lessons.

|Health & Wellbeing Outcomes | | | |

| |Pupils should learn: |Suggested Development |Suggested Resources |

| |To understand that there are many |Practitioners should be familiar with the content of any resources prior to their use. |Decision Making and Communication-PHSE |

|Self-awareness |factors that influence decision |Decision Making and Communication-PHSE Strategies and Skills: Chapter 2, |Strategies and Skills: Chapter 2, Activity|

|Knowledge & Understanding |making |Activity 7:Making Up My Mind |7 |

| | |Pupils are asked to create a diamond nine of statements that describe different ways of |me-and-us.co.uk |

|I know that popular culture, the |To consider effective ways of |making a decision. They should discuss and listen and try to reach a group consensus on the | |

|media and peer pressure can |making decisions |diamond nine. Identify common ground in terms of what pupils think are effective | |

|influence how I feel about myself| |decision-making processes. (see p9 for examples) | |

|and the impact this may have on |To understand that they need to | | |

|my actions |manage risk to themselves and |Risk Taking-PHSE Strategies and Skills: Chapter 3, | |

|HWB 3-46b |others |Activity 13: Resisting Pressure | |

| | | |Risk Taking-PHSE Strategies and Skills: |

| |To appreciate the pressure to |Clarify with pupils the law relating to young people and sex noting that the age of consent |Chapter 3 Activity 13 |

| |influence others can be used |to sex is 16 (Current to 2009 in UK) Having sexual intercourse with someone below the age of|me-and-us.co.uk |

| |positively or negatively |consent is against the law and having sex with anyone under the age of 13 is a very serious | |

| | |offence. | |

| |To develop the confidence to resist|Using the case studies on p24 each pair is to think about the situation, identify the | |

| |pressure to do things |possible risks and devise a strategy to minimise the risks. Explain that they should try to | |

| | |achieve a win-win outcome. | |

| |To consider the positive impact of | |Body Image-PHSE Strategies and Skills: |

| |the media |Body Image-PHSE Strategies and Skills: Chapter 4 |Chapter 4 Activity 12 |

| | |Activity 12:Self-Esteem and the Media |me-and-us.co.uk |

| |To consider the impact of media |Discuss the positive and negative aspects of the media in relation to influences, role | |

| |stars on young people’s sense of |models and the importance put on the media. |Family, Friends and Relationships-PHSE |

| |self and identity | |Strategies and Skills: Chapter 4, Activity|

| | |Family, Friends and Relationships-PHSE Strategies and Skills: Chapter 4, |15 |

| |That young people have choices |Activity 15: Sexual Relationships-Yes or No |me-and-us.co.uk |

| |about whether, when, how, and with | | |

| |whom they become sexually active |The pupils discuss the influences that might affect the person’s decision to become sexually| |

| | |active or not e.g. parents or carers, faith, culture, the law, the media, peer pressure, own| |

| | |feelings of right or wrong, alcohol and curiosity | |

Relationships, Sexual Health and Parenthood : Page 71

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