1. Communicating Clearly
Grade 7 & 8 Health Unit 3
Making Healthy Choices in Relationships

2. Healthy Living In Grade 7 & 8 the units in Health are:
Making Healthy Choices
Making Connections for Healthy Living
Making Healthy Choices in Relationships

3. Unit 3 (May-June) Making Healthy Choices in Relationships
Physical, Emotional, and Social Changes at Puberty
Making Informed Choices about Sexual Health
Communicating Clearly
Identifying Sexually Transmitted Infections
Sexual Health and Safety
Factors that Contribute to Healthy Development

4. 3. Communicating Clearly#1
explain the importance of having a shared understanding with a partner about the need to communicate clearly with each other when making decisions about sexual activity in the relationship

5. 3. Communicating Clearly#2
demonstrate an understanding of physical, emotional, social, and psychological factors that need to be considered when making decisions related to sexual health.

6. Before we begin…
Ask questions as you have them and/or write them down and hand them in at the end of each topic
Everyone hands in a piece of paper with a question on it at the end of every topic. (If you don’t have a question, write a line or two from a song or poem.)
GROUND RULES…

7. GROUND RULES Giggling is okay - this can be embarrassing for you.
Respect what other’s say; no put-downs.
Okay to pass, i.e., not answer a question.
Understand other’s feelings - be sensitive and respect their differences.
No personal questions or stories from student or teacher.
Discuss puberty topics responsibly outside the classroom.

8. GROUND RULES
Remember - there are no dumb questions, only questions that need answers.
Use correct names for body parts - ask if you can’t remember.
Let the teacher know if you want to speak to him/her privately.
Expect the teacher to respect confidentiality except if she/he is required by law to disclose information, e.g., sexual abuse.
Speak for yourself; use “I” statements and don’t point at others.

9. Communicating Clearly
Sexual decision making is not just about making a decision to have sex or waiting until you are older. It’s also about things such as
your physical and emotional readiness;
having knowledge about safer sex and how to avoid consequences such as pregnancy or STIs;
your sexual orientation (that is, who you are attracted to);
gender identity and gender expression (that is, what gender you identify with and how you express your gender);
your understanding of your own body, including what gives you pleasure;
and the emotional implications of sexual intimacy and being in a relationship.

10. Communicating Clearly
Making decisions about sex can also involve factoring in religious and cultural beliefs.
Making decisions about your readiness for a relationship or sexual activity includes moral and ethical considerations as well, such as the need to respect the rights, boundaries, and comfort levels of other people.

11. Communicating Clearly
The term “abstinence” can mean different things to different people.
People can also have different understandings of what is meant by having or not having sex.
Be clear in your own mind about what you are comfortable or uncomfortable with.
Being able to talk about this with a partner is an important part of sexual health.

12. Communicating Clearly

13. Communicating Clearly

14. Communicating Clearly

15. Communicating Clearly
What questions do you have about consent and communication with a partner?
We will pick 6 questions, numbering them 1 through 6.
Working in groups of 3-4, students take turns rolling a die and responding to the corresponding question of the same number.
● What is consent?
● Why is consent important?
● Consent can be communicated with a partner by . . .
● Why does consent need to be communicated in an ongoing way (not just once)? What does that really
mean 􂀓 what does that look like?
● What does 􂀜enthusiastic consent􂀝 mean?
● Communication with a partner is important because . . .
● In what situations might a person not be able to give consent?
● Does giving consent in one situation mean giving consent in all situations?
● What are ways to show respect for consent?
● What does healthy and respectful communication look like, feel like, and sound like?
● What are ways a person can say 􂀜no􂀝?
● What visual or auditory clues would help you recognize that the other person is saying 􂀜no􂀝?

16. Communicating Clearly
The student who rolled the die takes up to 1 minute to respond to the prompt; then the other students in the group may respond for up to 30 seconds each.
As always, students have the right to pass, or to ask a friend who can help them respond to the question.
One student in each group is the timer. After each die roll, students rotate roles until each student has had an opportunity to roll the die.

17. Communicating Clearly
In your small group, respond to your choice of one of the following scenarios:
Student A has been dating someone for a few months. Their partner wants to have sex, but they don’t feel emotionally ready. How do they talk to their partner about this?
Student A wants to wait until marriage to engage in any form of sexual activity with a partner, but Student A’s friends are pressuring them to experiment. How does Student A stand up for their beliefs?
Student A and Student B are sexually active together, but today Student A isn’t feeling up to it. How does Student A say no to their partner?
Student A and Student B have been engaging in sexual activity, when suddenly Student A gets nervous. How does Student A communicate that they want things to stop?

18. Communicating Clearly
The Communication Game!
Individually, randomly select a scenario slip from the teacher.
In your small groups, discuss what you would say or do about each scenario.

19. Communicating Clearly
3. Identify three ways consent can be communicated. 2. Identify two reasons why communication with a partner is important. 1. Like any other decision, a decision about sexual health requires you to look at all sides of an issue; identify one way you can do this.

20. QUESTION TIME!
Everyone hands in a piece of paper with a question on it.
(If you truly don’t have a question, write a line or two from a song or poem.)