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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.

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l1 teacher guidance
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 (Natsal2000) Read more at http://www.fpa.org.uk/factsheets/teenagers-sexual-health-behaviour#awUFXCtIxZkE8jHv.99.) 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.

l1 sexual behaviour decisions and risks
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
what is your opinion
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

discussion
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
slide5

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

it s all in what you say
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?
sexual bullying
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…]
plenary
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