Grade 8 Growth and Development at Valley Park MS

1. Grade 8 Growth and Development at Valley Park MS Parent Meeting April 9, 2016

2. Health Curriculum

3. Grade 8 Unit Overview Lesson 1 – Developing a Positive Self Concept Lesson 2 – Making Informed Decisions Regarding Sexual Health Lesson 3 and 4 – Safer Sexual Health: Pregnancy and STI Prevention Lesson 5 and 6 – Sexual Harassment and Sexual Assault

4. LESSON 1: Developing a Positive Self Concept – Understanding Gender Identity Students will learn that understanding and accepting one’s gender identity and sexual orientation can have a strong impact on their self-concept. Students will read reflections of LGBTQ individuals to help them understand the challenges and stereotypes faced by teenagers who are LGBTQ. Students are asked to respond to questions for example: How would it feel to have to hide something as important and basic as your sexual orientation? How would having to hide things about yourself affect your life? What movie or TV show have your watched that involved an LGBTQ character and how did that affect your thinking?

5. LESSON 2: Making Informed Decisions Regarding Sexual Health Students will learn that all relationships can be placed on a continuum of healthy and unhealthy characteristics. Students will learn that at any one time a relationship includes characteristics across the continuum but generally relationships should have characteristics from the healthy side of the continuum. Students will define and identify the healthy and unhealthy characteristics based on their own values, beliefs and experiences.

6. LESSON 2: Making Informed Decisions Regarding Sexual Health

7. Lesson 3 and 4 – Safer Sexual Health: Pregnancy and STI Prevention Sample powerpoint

8. When making a decision… • Be aware of all possible consequences • Consider how to prevent these consequences • Make a wise, informed decision

9. How can pregnancy be prevented?

10. NOT HAVING SEX!

13. Unreliable Choices • Unprotected intercourse • Withdrawal • Rhythm method • Myth methods

14. Where is help available???

15. Sexual Health Clinics • You do not need a referral or OHIP coverage to visit a clinic. • Sexual Health Clinic Services • Birth control counselling • Low cost or free birth control • Free condoms • Plan B (emergency contraceptive pill) • STI testing and free treatment • HIV testing • Pregnancy testing, counselling and referral • Sexuality and relationship counselling The GateFlemingdon Health Centre 10 GATEWAY BLVD Toronto, ON M3C 3A1 416 429-4991 Visit the Toronto Public Health Website: http://www1.toronto.ca

16. Methods of Pregnancy Prevention Quiz • It is possible to become pregnant the first time a female has intercourse. TRUE

17. Methods of Pregnancy Prevention Quiz 2. If a male pulls out in time (withdrawal), pregnancy is not likely to happen. FALSE

18. Methods of Pregnancy Prevention Quiz 3. The male does not really have to be concerned about birth control. FALSE

19. Methods of Pregnancy Prevention Quiz 4. If a male under 15 has sex, he will not make the female pregnant. FALSE

20. Methods of Pregnancy Prevention Quiz 5. A female always knows the safe time of her monthly cycle. FALSE

21. Methods of Pregnancy Prevention Quiz 6. Sperm can live 5 days in the woman’s body. TRUE

22. Lesson 5 and 6 – Sexual Harassment and Sexual Assault Sample Powerpoint

23. Sexual Assault is… • A Criminal Offense • Forced and Unconsented • Kissing • Touching (fondling) • Oral sex • Vaginal intercourse • Anal intercourse

24. Research shows that… • Using alcohol and drugs was often a factor • Many had been raped by someone they knew • Most males do not believe that they committed a crime • Some victims confide in a friend but most did not inform parents, police or sexual assault centre • Many victims blame themselves

25. Consent is… • Based on choice • Saying “yes” clearly • Possible only when there is equal power

26. Giving in because of fear is NOT consent Giving in because of pressure is NOT consent

27. What are the danger signals? Pressuring for sex “If you loved me, you would.” Trying to make you feel bad or guilty “Don’t you like me?” Blackmail “If you don’t, I’ll tell everyone you did anyway.”

28. What are the danger signals? Thinks sex is a right no matter what “We’ve had sex before so you can’t say NO now.” Doesn’t take NO for an answer “You can’t say NO because I spent all that money on you.” “You really want it. You’re just saying NO to protect your reputation.”

30. True or False? • Rape and sex are the same thing. False

31. True or False? 2. Date rape is usually planned. False

32. True or False? 3. Women “ask for it” by how they dress or act. False

33. True or False? 4. Most women enjoy sexual assault or they like rough sex. False

34. True or False? 6. Only young, attractive women are raped. False

35. Lesson 5 and 6 – Sexual Harassment and Sexual Assault What Is Sexual Harassment? Quiz There’s a difference between flirting, sexual harassment and sexual assault. Here are some examples. Decide which ones fit best in which category. Remember, the definition of certain behaviour can vary, depending on whether it happens a lot, whether the person on the receiving end feels good or bad about what’s going on and whether there’s a difference in power between the people involved (a senior vs. a freshman or a teacher vs. a student). See what you think.

36. Accommodation Process In order to request an accommodation or exemption a parent needs to complete a letter explaining what aspects of the lessons they are seeking accommodation/exemption based on. An accommodation is a change in the lesson. An exemption is the excusal of the child from the lesson. In that case the students will be supervised at school and may complete an alternative independent assignment.

37. VPMS Letter – Example from Grade 6 At Valley Park MS, the Growth and Development section of the Grade 6 Health Curriculum will be covered beginning in mid-April. Our school staff have organize the curriculum expectations into 5 lessons which will be completed over the course of 2-3 weeks. In Lesson 1 students will identify factors that influence their self-concept and examine what internal and external factors have a positive and negative impact on their self-concept, identity and relationships. In Lesson 2 students identify what it feels like to be excluded and included and examine the formation and impacts of assumptions and stereotypes based on social identities. Students are encouraged to be proud of their own self-concept and respect others who have different identities. In Lesson 3 students examine the concepts of physical changes, emotional changes and social changes that occur during puberty. Students will learn how to build confidence and develop healthy relationships by acquiring a clearer understanding of the various changes (social, emotion and physical) that occur during adolescence. In Lesson 4 students examine a variety of types of relationships (eg. Friends, family, employer, dating/romantic) and then identify the attributes of healthy relationships (honest communication, respect etc.), warning behaviors (eg. your friend tries to control you) and unhealthy relationship behaviors (eg. violence). In Lesson 5 students will identify the ways to communicate in order to build healthy relationships. They will identify behaviors to deal positively with the changes in relationships (eg. a friend stops being your friend). In order to seek a religious accommodation a parent is required to explain what aspect of these lessons they are seeking religious accommodation. If you wish to request accommodation please use the back of this page to explain your request and return it to the office by April 8th. If an accommodation or exemption is approved the parent will be notified in writing and a copy will be kept in the child’s OSR. Yours Sincerely, Kevin Battaglia

38. VPMS Letter – Example from Grade 6 LETTER FROM PARENT – Grade 6 Growth and Development: Accommodation/Exemption March 24th, 2016 Dear Principal, I am seeking an accommodation or exemption for my child _____________________________ from the following parts of the growth and development unit (explain): ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Student Name: ___________________________ Student Class: ____________________________ Parent Name: _____________________________ Parent Signature: __________________________