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Unit 1 Sex and Relationships

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1 Unit 1 Sex and Relationships
Year 11 Tutor Time Autumn 1 Unit 1 Sex and Relationships Within this unit teachers should always remember the following; When talking about relationships you are talking about all kinds of relationships, including different sexualities Some students in your class may have had/be having difficult experiences. Be sensitive to this and regularly refer to the list of places where students can get help if they need it or just want to talk Remember that if you believe a student is in danger or if a disclosure has been made or you believe it has been made (in the form of a student’s work for example) then you must refer it to the Child Protection Officer Any homophobic or sexist language or incidents should be reported

2 Resource List These resources are also itemised on the Teacher Guidance Notes front page for each lesson in the powerpoint. A resource pack will be provided to you before the start of the unit. Projector Speakers Internet Cameras Post-it notes A3 paper/sugarpaper Student quiz x30 Quiz teacher notes Relationship Spectrum cards x10 sets Observational quiz sheets x30 Agree/Disagree signs Photos and Stories Self-evaluation x30 Course evaluation x30


4 L1 – Teacher Guidance The aim of this lesson is for students to consider their own and others’ personal boundaries and how to respect those. They will also be practicing giving advice to someone who may be experiencing issues related to sexual bullying. Resources needed: post-it notes of two different colours, coloured pens (optional) Starter (10mins) – On one post-it students write the age they think they want to have children and stick it on the board. On a different coloured post-it they write the age they think is the right time to have sex. Class discussion guided by slide 5. Part 2 (15mins) – Students mind map different reasons that people choose to have sex and then share ideas with the class. Explain that although we hear a lot in the newspapers and media about underage sex and pregnancy the majority of young people do not have sex until they are at least 16 (The second National Survey of Sexual Attitudes and Lifestyles (Natsal 2000) Read more at Explain what the term ‘abstain’ means (in slide). Students look at the statements of each of the characters in slide 6 and write down 3 reasons why they may have decided to abstain from having sex. Part 3 (15mins) – Students divide their page into two. On one side students write down names to describe someone who will not engage in sexual activity e.g. frigid. On other side, write down names to describe someone who readily engages in activity e.g. “slut.” In a different colour, students write down how people would be feeling in each circumstance if they were called that. Discuss using the questions in slide. Part 4 (15mins) – Show students the first 5 minutes of the clip of sexual bullying. As they are watching they make a mind map of the issues and ideas. You can show them an example of a mind map on slide 9. There are examples of some of the ideas students can use in the notes section of slide 8. Discuss the mind maps and what they think about the ideas that they have seen. Reinforce that no matter their opinion, sexual bullying does exist and is unacceptable. Plenary (5mins) – Students imagine that one of the issues in the clip had happened/was happening to a friend of theirs. Write advice to the friend as a quote of what you would actually say.

5 L1 Sexual Behaviour – Decisions and Risks
Learning Objectives Identify reasons why people abstain from sex Consider other people’s personal boundaries and their reasons for them Examine the idea of sexual bullying and how it may make people feel Practice giving advice to someone who is being sexually bullied

6 What is your opinion? On one post it, write the age that you think you want to have children (or the age you think people should have children if you think you don’t want any) On a different coloured post-it, write the age that you think is the right time to have sex for the first time

7 Discussion Compare answers
Is there a difference between the two columns? Why? What do the differences depend on? What are some of the reasons to have sex? Make a mind map of the different reasons

8 I’ve decided not to have sex until I’m married
For each character, write down 3 reasons why they may have decided to abstain from sex Abstain = not do something I’ve had sex a few times but have decided not to sleep with my current partner I’m fine with kissing and touching but I don’t want to have full sex yet I’ve decided not to have sex until I’m married Teacher should identify that these may refer to same sex relationships. Point out that whilst the person may have had sex before, it doesn’t mean that they can’t abstain. What are some of the other reasons that people might abstain from having sex. Students could make another mind map of these reasons

9 It’s all in what you say…
Draw a table with two columns. Write as many words in each column as you can Choose one from each side and explain how someone would feel if they were called that How many are there on each side? Why? How many are used for girls? Boys? Why? Are they positive or negative? Words used for people who abstain from sex Words used for people who engage readily in sex You could do this as a group activity using sugar paper or students can just complete it in their books. For this activity you should reassure students that they will not be in trouble for the words that they write down as the point of the exercise is to identify the things that people say to each other and recognise that this is sexual bullying.

10 Sexual Bullying What is ‘sexual bullying’? Watch the clip
While you are watching… create a mind map that shows what is said in the clip about sexual bullying [a mind map will show the main themes and key words or ideas that are linked to that. Look a the example on the next slide…] Just watch the first 5 minutes of the clip, unless you have got to this point earlier in the lesson. You can talk to the students about the perception that sexual bullying is mostly from boys to girls – how much do they think that this is a true representation? Is it really just a ‘boy-girl thing’ as they sometimes suggest in the clip? You can help students by pointing out some of the main branches for a mind map as the clip is playing – for example; definitions, types, language, feelings, technology, statistics, boundaries, why it happens, media, etc

11 An example mind map… Point out the main idea in the centre (in this case it will be Sexual Bullying) and then the 5 (in this case) main themes that come from that. Words are then written on branches from those themes that link in some way. It might not be that students can make it so colourful straight away. The important thing to focus on at this stage is the concepts and key words and ideas. They will use mind maps again at a later stage.

12 Plenary Choose one of the issues that came up in the video and imagine that a friend of yours came to you saying that this had happened to them. Write what advice you would give them Write it in quotation marks as something that you would actually say

13 L2 – Teacher Guidance The aim of this lesson is for students to understand the law and their rights relating to sex. This necessitates an understanding of the legal definitions of rape and sexual assault. This lesson is taught to enable young people to understand what rape and sexual assault is and what to do if they believe they have been raped or have been accused of being raped. Some members of the class may have been affected by some of the issues being discussed and so it is necessary to signpost help and look out for any signs that students may need help. Resources needed: student quiz, teacher notes Starter (10mins) – Students watch the clip and write down/discuss their first impressions. How does it relate to the previous lesson. What might this lesson be about? As students to try to define the terms “rape” and “sexual assault”. Hands down feedback and then show actual definitions. Part 2 (15mins) – Read through the scenarios. For each part discuss with students whether they think that there was a reasonable belief in consent. It will help if you have read the teacher notes that go through the answers to the quiz and also have information on what the courts have said about this and guidance for how to answer each of the scenarios. Part 3 (10mins) – As a class, discuss the thinking points on drunken consent. Again, make sure that you consult the teacher notes. There is a section at the end giving guidance on how to respond to these. Allow students to discuss with their own views first, before telling them what the fact would be. REMEMBER – this is about legality and what the courts would most likely say given precedent and the law. Part 4 (15mins) – Give students a quiz sheet each. Students complete the quiz and then go through the answers as a class. Guidance to answering the questions is on the teacher notes. Plenary (10mins) – recap what to do if you think you’ve been raped or if you’ve been accused of rape. Students write down what they have learnt during the lesson. We may do this lesson with the whole year group so that Michelle can run it.

14 Watch the clip – what is your first impression?

15 L2 Consent – sex and the law
Learning Objectives Understand the law relating to consensual sex and relationships Know how to ascertain and respect others’ rights to agree or withhold consent to engage in different degrees of sexual activity Know what to do or where to go for help

16 Have a go at defining the terms “rape” and “sexual assault”.
It’s harder than you think!!

17 Rape Penile penetration of the vagina, anus or mouth without consent
without a reasonable belief in consent

18 Intentionally touching another person
Sexual Assault Intentionally touching another person sexually without that person’s consent without a reasonable belief in consent

19 So what is this reasonable belief in consent?
Read through the following scenarios Discuss whether or not there is reasonable belief in consent What do you think a court would say? Why?

20 Sarah meets Tim in a bar lets him buy her drinks all night.
Does Tim have a reasonable belief that she consents to having sex with him? Sarah went back to Tim’s house with him. Does Tim have a reasonable belief that she consents to having sex with him?

21 Sarah started kissing Tim and let him touch her breast and put his hand up her skirt.
Does Tim have a reasonable belief that she consents to having sex with him?

22 Sarah started having sex with Tim but then changed her mind and told him to stop. Tim refused to stop until he was finished. Does Tim have a reasonable belief that she consents to having sex with him? Is this rape?

23 Tomiwa and her husband Kevin have been married for a year
Tomiwa and her husband Kevin have been married for a year. They have had consensual sex lots of times… Tomiwa was tired and really didn’t want to have sex so said no. Kevin made her have sex anyway. One night, Kevin came home drunk when Tomiwa was asleep. He didn’t think she’d mind so started having sex with her while she was asleep.

24 Drunken Consent – Thinking points…
Does a man have a reasonable belief in consent if… They are both drunk and she says yes. They are both drunk and she says no. She is very drunk but says yes, he is sober and knows how drunk she is. She is so drunk that she is slurring her words. She is so drunk that she passes out.

25 Quiz Answer each of the questions in the multiple choice quiz.
When you have finished you will discuss the answers as a class

26 What happens if you think you have been raped?
Tell the police Contact THE HAVENS (Camberwell, Paddington, Whitechapel) Call Childline Tell a parent/teacher/friend

27 What if you have been accused of rape?
Tell the truth Did she consent? Can you honestly say you had a reasonable belief that she was not consenting? If yes – you’ve got nothing to worry about.

28 Plenary Girls/Boys – What have you learnt about protecting yourself from rape? Boys – What have you learnt about protecting yourself from being accused of rape? Girls/boys – this is for students to think about the fact that they must always be clear about whether they consent to have sex or not and that it has to be a conscious decision on both sides and agreed. Also, information about where to go and any of the things that came from the quiz about being sober and in control. Boys – this is about making sure that the person you have sex with actually says yes. They need to understand that feeling that they were ‘led on’ is not reasonable belief in consent.

29 L3 – Teacher Guidance The aim of this lesson is for students to consider healthy and unhealthy relationships and links to self-esteem. Students should be able to feel that they understand what an unhealthy relationship looks like and how to get out of it if necessary. Resources needed: Internet access, sound, Relationship spectrum cards, (if you want the resources for the alternative activities please Michelle Springer) Starter (5mins) – Show slide one and ask students to decide which of the statements is most important to them. Students write it in their books with a reason why. Get some definitions of self-esteem. Discuss how these things relate to relationships. Part 2 (15mins) –Students to sort the cards in to three groups, Healthy Relationship, Unhealthy Relationship and Abusive Relationship. Need to explain to young people that it would be unrealistic to expect any relationship to fit completely into the Healthy relationship group. One would expect mostly healthy aspects with some unhealthy aspects from time to time. The key is for young people to recognise the unhealthy aspects and address them to ensure that the relationship does not move into a totally unhealthy or abusive relationship. Part 3 (35mins) – In small groups students choose one or more of the relationship issues on slide 32. They then make a TV show where there is a panel discussing this issue. The panel should consist of experts in the field, ex-victims or perpetrators, etc. Students will debate whether the issue is a sign of an unhealthy or abusive relationship and then what the person involved in the issue should do. The should follow a ‘feel, think, do’ format (eg. How do people/does the victim feel about this issue, what do people think about this issue, what should the victim do about this issue) and they should write notes in their books. Have as many groups perform their panel debate as possible, covering as many of the issues as possible. Reinforce that students must give advice on how to handle the situation. Plenary (5mins) – Select random students to finish the sentences “one way to be a bad partner is…” and “one way to be a good partner is….”. Alternate between each. Alternative activity for Part 2 (need wall/blue tack or string/pegs): give one of the clothes line activity cards per 2 students (at least two students will have to have one on their own). Allocate a wall to stick them on or put a string across the room. One end of the wall/string place a sign that says ‘Acceptable’ and at the other end place one that says ‘Unacceptable’. One pair at a time come to the string/wall and put their card somewhere on the Acceptable-Unacceptable spectrum. Students should discuss as they go and pairs can also move cards that have already been put on the spectrum. To illustrate that there are differences of opinion but there are also things that are generally seen as unacceptable. Alternative activity for Part 3 – Students make a relationship charter. They write the top 5 things you should do to make a relationship work well and the top 5 things you shouldn’t do. Share Charters and discuss differences. Were there any differences between boys and girls for example? Why might this be the case? See if there is one that the whole class would be willing to sign up to. Write it onto A3 paper and get everyone in the class to sign it.

30 Starter: choose the one that you think is most important and write it in your book with a reason why. What is self-esteem? What do these things have to do with relationships?

31 L3 Can you be skilled at Relationships?
Learning Objectives Consider issues of confidence and self-esteem and how they relate to relationships Identify elements of healthy and unhealthy relationships Practice skills of negotiation and refusal

32 Healthy, Unhealthy or Abusive
You have a range of cards with different relationship aspects on them. In pairs, sort the card in to three groups, Healthy Relationship, Unhealthy Relationship and Abusive Relationship. Discuss with the pair sitting closest to you. Did you have the same ideas? What was different? How would having positive or high self-esteem affect these things? Teachers must explain that it would be unrealistic to expect any relationship to fit completely into the Healthy relationship group. One would expect mostly healthy aspects with some unhealthy aspects from time to time. The key is for young people to recognise the unhealthy aspects and address them to ensure that the relationship does not move into a totally unhealthy or abusive relationship.

33 What would you do? In small groups you will choose one or more of the following relationship issues Your group will need to prepare a TV panel show where these issues are discussed Think of; The people who would be on your panel How the victim will explain their issue/how they feel about the issue What the panellists think about the issue and why their opinions might be different (eg. A psychologist might think differently to a parent) What advice should be given to the victim/other people in this situation You have 20mins to prepare and then each group will perform their show

34 Relationship Issues I get very jealous if they talk to anyone else.
They try to boss me around. They keep getting angry with me. They never let me pay when we go out. They ignore me when their friends are around. I am so clingy They never say anything nice about me. I don’t know how to say no. They keep putting me down. They check up on me when I am out with my friends. It does not feel right but I can’t end it. They put pressure on me to do things that I don’t want to do.

35 Plenary Think of a way to finish the following sentences;
One way to be a bad partner is… One way to be a good partner is…. Your teacher will be selecting random students to give their sentence It could be either sentence so make sure you have a response for both

36 L4 – Teacher Guidance The aim of this lesson is for students to understand that family planning is about more than just deciding if and when to have a baby. They should recognise that there are many things to consider. They will also consider good parenting skills and what it takes to be a good parent. Resources needed: clip “Bringing Up a Baby”, speakers, projector, agree/disagree signs, quiz questions and answers, A4 paper (optional) Starter (5mins) – Making links. Students look at the pictures on the slide and try to come up with something that links them all. Teacher to elicit issues of family planning. Ideas for discussion in the notes section of the starter slide Part 2 (10mins) – this is to recap what students know about contraception. They have 3 minutes to do the 3 tasks on slide 37. At the end of this time ask a random selection of students to share what they have written. If no one reached the final task then discuss as a class. Part 3 (15mins) – Put up an AGREE sign on one side of the classroom and a DISAGREE sign on the other. Students stand up and, as the teacher reads each of the statements from the powerpoint, they move to the side of the room that most describes their opinion about the statement. The middle of the room is unsure. After each movement get one or two students to explain why they have moved to that position. Do as many as you can in 15minutes – it’s not necessary to do all of them. Move on to the next task when the time is up. Part 4 (20mins) – Watch video “Bringing Up a Baby” and complete observational quiz (video is approx 13” long). Discuss what students saw in the video and what parental skills were shown. Are there other parental skills that weren’t shown in the video? Plenary (10mins) – In books or on A4 paper students write their ‘Top 10 Tips for Being a Good Parent’. Ask for students to share one tip as they are dismissed.

37 L4 Family Planning Learning Objectives
Revisit contraception types and why people use contraception Consider what makes a good parent Explore how much support a baby needs from its parents and carers Evaluate the strains that having a baby can place on a relationship Reflect on the question; why do you need to plan for your family?

38 What do the following pictures have in common?
Try to elicit from students the idea of family planning – contraception, budgeting, deciding where to live, deciding how to bring up your children, deciding what school they’ll go to, etc. Discuss the idea that there is a lot involved in being a good parent and there are skills that everyone can learn.

39 Contraception Revised
You have 3 minutes to complete the following activities; Name 3 kinds of contraception For each one state; Who uses it How effective it is Whether it prevents pregnancy, STIs or both Where can you get it from Explain what contraception is and how it links to family planning

40 Parents – Values discussion
On one side of the room is the word AGREE and on the other side is the word DISAGREE After reading each of the following statements, move to the side of the room that most describes your feelings about that statement. If you’re unsure then stand in the middle of the room Be prepared to give reasons for your answer After you have heard other people’s reasons you should feel free to move if you have been convinced by their argument. You don’t have to do all of the statements. Choose the ones you prefer or just go through them till it is time for the next activity.

41 1. Having a baby makes a relationship stronger.

42 2. Men are more likely than women to have children by a number of different partners.

43 3. Mothers are more important to young babies than fathers.

44 4. It’s so easy being a single parent.

45 5. Parenting comes naturally to everyone.

46 6. Fathers have the same legal rights as mothers.

47 7. Teenagers aren’t emotionally mature enough to become good parents.

48 8. Babies of teenage parents who don’t have the support of their family should be put into care.

49 9. Parents are a child’s most important role model.

50 How did the task feel to carry out. Which were most contentious issues
How did the task feel to carry out? Which were most contentious issues? Why do you think that is? What does it mean that we can’t agree on these things?

51 What Does it take to be a good parent?
Bringing Up Baby Watch the clip and fill in the observational quiz as you watch

52 Plenary In your books or on A4 paper write your ‘Top 10 Tips for being a Good Parent’

53 L5 – Teacher Guidance The aim of this lesson is for students to identify their sexual and reproductive health and rights as young people and to think about those rights around the world. They should also start to have an understanding of what Sexual and Reproductive Health and Rights are and how they link to the other lessons covered this unit. Resources needed: rights statements slide 56 (optional), sugar paper (or A3 paper) Starter (10mins) – Show students the statements on the starter slide. Students rate each statement from 1-5, where 1 is 100% disagree and 5 is 100% agree . Get some feedback. Part 2 (5mins) – Students read through (or the teacher reads out) the rights that are expected in SRHR. Is there anything that needs explaining? Ask students to decide for themselves which they think is the most important and why. Part 3 (35mins) – Get students into groups of 4 or 5. Each group chooses one of the rights on slide 56 that they think is most important to young people. They write the right they choose in the middle of a piece of sugar paper or A3. Follow the instructions in the powerpoint for how to use the paper. Allow about 15 minutes for students to complete this task and then the second 20minutes to get groups to present their ideas to the class. Plenary (10mins) – Students look at the quick question slide a the end of the presentation and come up with answers to each of them in their heads. The teacher asks random students to answer the questions.

54 L5 Sexual and Reproductive Health and Rights
Learning Objectives Understand what sexual and reproductive health and rights (SRHR) are Examine the SRHR issues for young people around the world

55 Starter – I agree, I disagree
Rate each of the following statement 1-5 (where 1 is 100% disagree, 5 is 100% agree and 3 is not sure) No sex is the best strategy to prevent unwanted pregnancies, STI’s and HIV A girl is not ready to bear and raise a child until she is at least 18 Cultural traditions and values are more important than rights People who are infected with HIV should not get pregnant Whether or not she has an abortion is the woman’s concern alone

56 What are Sexual and Reproductive Health and Rights (SRHR)?
You have the right to make decisions about your own body. Nobody should force you to do anything you don’t want to do. You have the right to information and education about sex and sexuality, so you can make informed decisions when it comes to issues such as whether or not to have sex, using contraceptives, protecting yourself from infection. You have the right to equality and to be free from discrimination, whatever your sexual orientation You have the right to be free from sexual violence and sexual abuse You have the right to decide if you want to have children or not You have the right to choose if you want to get married or not You have the right to good quality health care You have the right to be involved on all levels when it comes to addressing these rights. Students can read through this themselves and choose which they think is the most important, then ask any questions necessary. Alternatively, you can print this slide and give it to students to cut up and order according to which they think is the most important.

57 I have rights! In groups of 4 or 5 choose one of the rights on the next slide that you agree is really important Write it in the middle of the large piece of paper you have been given Divide the paper into four sections In each section you will do a different task You have about 15mins to spend on this task After that you will present your chart to the class

58 Students choose one of these to write onto their paper
Students choose one of these to write onto their paper. You can print this page for students to have in front of them if you think it would be easier.

59 The four sections of your paper
Write what first comes into your head when you read this right How have you experienced this right in your daily life? Why do you think this right is important for young people? And what are the consequences if this right is not acknowledged? Re-write this right in simple words, aiming to make it understandable to a 10 year-old Write the right that you chose in the middle of your page This can be used to explain to students what they need to do on their paper

60 Plenary The teacher will ask you one of the following questions. Be prepared to answer! Were you aware of these rights? Why do you think these rights are important to young people? Do you think that these rights are more important to young people in developing countries? Why/why not? What do you think you could do to make sure that these rights are acknowledged all over the world? These questions get more difficult as they progress. Choose students at random to answer but differentiate as you see fit.

61 L6 – Teacher Guidance The aim of this lesson is for students to think further about the Sexual and Reproductive Health and Rights of Young People around the world and to link these to their own experiences. They will have made a start on their photography project by the end of the lesson. You can allow students to continue to work on their photos and stories during registration times or allow one more lesson on this to finish off. Resources needed: laminated pictures and matching stories, cameras or phones, ICT (optional) Starter (5mins) – Students write a story or notes for a story relating to the picture on the starter slide and the work that they have done during this unit. They have two minutes. Get some feedback then read the actual story and discuss. Part 2 (15mins) – Students work in pairs. Each pair chooses or is given a photo and matching story, along with some country information relating to that photo. Pairs have 5 minutes to read through the information given and come up with the main issues that the picture/story is trying to address. Teacher chooses some pairs to feedback. How many will depend on time. Look a the To Think About… questions if you have time. Part 3 (10mins) – Teacher explains the photography project, including home learning task, as outlined in the presentation. Part 4 (25mins) – Hand out cameras and computers as necessary. Some students may want to type their stories. Although this is not essential it may make the task easier. Students can work in pairs and need to come up with a story and matching photo. The story does not have to be long. It is the issues that are most important. Plenary (5mins) – Students fill in two evaluation sheets – one self-assessment that needs to be kept for assessment purposes and one anonymous course evaluation form which gets collected and returned to Michelle Springer. These can be started in this plenary but, if not finished, can be completed during registrations.

62 L6 International and Local Sexual Health
Learning Objectives Examine international sexual health issues Explain how these issues are similar from or different to the ones they face Conduct a photography project that will identify sexual health issues for young people and the impact that they have on themselves, their families and the community Create an exhibition for governors and parents on Sexual and Reproductive Health and Rights of Young People (later in the year)

63 What story does this picture tell?
Thinking about all the things you have learnt during this unit, what story could this picture be telling? You have 2minutes to write a story/some notes for a story that could link to this picture and the work you have done in this unit. The following story is an example of one that could match the picture. TROUBLE My father died last year. People said it was AIDS. My mother is now too sick to work. I am the oldest daughter and I wanted to do well at school so that I could help my mother and my brothers and sisters. After my father died there wasn’t enough money for me to pay my school fees but my teacher promised he would help me. One day he asked me to visit him after class. He started to touch me and said I could stay in school if I had sex with him. Two years later I have a beautiful baby but nobody to help me. My teacher will never admit the baby is his. I cannot go to school anymore. Now I sell vegetables in a market and look after my family and daughter. I can’t make enough money to help my mother – she needs a lot of medicine. I love my baby. I cannot imagine my life without her. I do not want her to ever suffer like this. Zambia

64 What’s My Picture About?
In pairs, choose a picture and a story You will also be given some country information, relevant to the story that you have chosen You have 5 minutes to decide what the main issues are that your picture is trying to address You will be asked to feedback to the class

65 To think about… What similarities/differences are there between these photos/issues from developing countries and the issues that European young people face? Would you have made the same photos/stories? What would be similar/different?

66 Photography Project You will be taking your own photographs to illustrate your own story. Your story can be sharing something particular that has happened to you or it can be something that you have heard about or that happened to someone you know about. It could also be your opinion on some of the issues that we have covered. You have 30minutes to write your story and take your photo.

67 Home Learning Students edit their photo and story and it to Ms Springer will be coordinating setting up the exhibition There will be an online exhibition as well as a physical exhibition in school at a later date. More information will be given about this closer to the date.

68 Plenary Complete the 2 evaluation sheets
Hand the anonymous one to your teacher Put the self-assessment into your folders

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