2017 term 3 Sexuality Education year 6

  • Posted on: 23 September 2017
  • By: MelFisk

Students will take part in a series of workshops, as below:
Setting the Scene: Establish a group safety agreement and expectations that will enable a safe learning environment, identify their own learning needs in relation to sexuality education. 

Setting the Scene; Identify their own learning needs in relation to sexuality education. In this session we give an overview of what will be covered during the unit and revisit the definition of ‘Sexuality’ from last week. Students hear the anatomical names for parts of the body and identify whether they are male or female.

Changing Bodies and feelings; Identify the sexual and reproductive parts of the body and describe their functions. In this session we describe the reproductive parts of male and female bodies, practise using the correct terms for male and female body parts and explore the significance of sperm and ovum in reproduction.

Changing Bodies and Feelings; Identify and use daily routines to manage the physical changes of puberty. The rationale of his session is that knowing what will happen during puberty is the first step towards adapting to adolescence. Developing positive coping strategies is essential to adolescent development and should include hygiene management and healthy lifestyles.

Changing Bodies and Feelings; Discuss gender stereotypes and how these influence our perceptions of ourselves and others. In this session we explore gender stereotypes and identify some of those that exist within our society, look at how stereotypes can lead to negative body image, and challenge some of the stereotypes we see.

Relationships; Identify the components of positive/healthy friendships and relationships. In this session we work to clarify what a relationship is, consider that it is normal and healthy for adults and teenagers to be in a romantic relationship, just as it is to not be in a romantic relationship, and also to reflect on the kind of friend they are to others, identifying a quality they could work on.

Communication and Decision Making; Practise decision making and consider possible consequences of different choices. The important ideas from this session are that decisions are sometimes easy to make and sometimes they are more difficult… listening to your gut or intuition can help work out which decision feels best, also that taking time to process the pros and cons allows us to make informed decisions. Before making a decision, it is in the decision maker’s best interest to find out as much information as possible.

Communication and Decision Making; Identify and use passive, assertive and aggressive communication, (including when getting and giving consent, during conflict and negotiation), explore and demonstrate effective communication (including body language, listening skills).

Reproduction; Explain conception and identify the stages of pregnancy. In this session we consider that puberty is the time where our body becomes prepared for the possibility of reproduction. We discuss that the two cells required to make a baby are the egg (ovum) from a female and sperm from a male. The rationale for this session is that it’s important as young people learn about puberty, they clearly see a connection between the physical changes that occur and the ability to reproduce. In doing so, puberty seems logical and natural. It also reinforces that puberty is an essential stage one experiences while on the journey towards adulthood. This journey we embark on is gradual and the physical elements in themselves do not mean that we are ready to have children.

Where Can I Go? Identify personal support networks, identify local support agencies and explore the services that they provide. This session is around how it is important to have support people in our lives that we know and trust.

Rounding Up: Consolidate knowledge acquired, and reflect on and evaluate unit. We use this session for students to resit an assessment we all did at the start of the course. This allows us to see what learning has taken place in students and what trends we might need to consider for next time.

LA Code: 
Levels: 
3
Year: