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Health and Family Life Education COMMON CURRICULUM Sexuality and Sexual Health Theme Unit FORMS 1-3 HFLE Common Curriculum Acknowledgements Sponsors: This project was supported by UNICEF, which provided funds for curriculum development, training and evaluation of the HFLE Common Curriculum. Additional support was provided by the Ministries of Education of participating countries, including Antigua, Barbados, Grenada and St. Lucia. Country Contributors: Ministries of Education of Antigua, Barbados, Grenada, and St. Lucia Hermione Baptiste, HFLE Coordinator, Grenada Maureen Lewis, HFLE Coordinator, Antigua Arthusa Semei, HFLE Coordinator, St. Lucia Patricia Warner, HFLE Coordinator, Barbados Dolores Codrington, HFLE Teacher, Barbados Margaret Grant, HFLE Teacher, Barbados Merlinda Andrew, HFLE Teacher, St. Lucia Sophia Edwards-Gabriel, HFLE Teacher, St. Lucia EDC Contributors: Connie Constantine, Senior Project Director Athi Myint-U, Curriculum Developer Health and Human Development Programs UNICEF Contributors: Elaine King, Project Officer and Adolescent and HIV/AIDS Specialist Jennifer Crichlow, HFLE Regional Coordinator CARICOM Contributors: Morella Joseph, Deputy Programme Manager, Human Resource Development With special thanks to those who attended the many teachers and students in participating schools who provided input on classroom lessons. January 2009 HFLE COMMON CURRICULUM SEXUALITY AND SEXUAL HEALTH UNIT FORM 1 LESSONS Portfolio for Sexuality and Sexual Health Unit Purpose: This assignment is to give each of you, the students, the opportunity to reflect on all the lessons done on sexuality and sexual health. Through this portfolio, you should be able to assess your own growth and also have a collection of work that you have done during this unit. The tasks involved in developing the portfolio will include pieces of work you did as part of lesson assignments as well as work that you will do specifically for this portfolio. Contents of Your Portfolio: Task 1: Title. Include a title of your choice on the cover of your portfolio. Task 2: A clearly stated purpose. What is the purpose of this portfolio? What do you want someone who is looking at your portfolio to know about it? Task 3: A table of contents Task 4: Four pieces of work that you completed for Sexuality and Sexual Health Unit. For each piece of work include a short paragraph that describes what you learned about sexuality, sexual health and life skills in that particular lesson. Task 5: One Reflective Summary. Write a one-page summary reflecting on what you’ve learned about sexuality, sexual health and life skills. For example, the physical and emotional changes that happen during puberty; gender role stereotyping; how to avoid risky behaviours; how HIV is spread. Include at least three reasons why you think understanding sexuality and sexual health and related life skills is important. Task 6: Poster. Make 2 drawings, each one depicting a life skill that can help you maintain sexual health. For example, understanding the different concepts related to sexuality; how to avoid risky behaviours; how to cope with emotional and physical changes; understanding how HIV is spread. Task 7: Use drawings, pictures, photographs, art or colour to enhance any and all selections of your portfolio. HFLE COMMON CURRICULUM: FORM 1 SEXUALITY AND SEXUAL HEALTH Rubric for Assessing Portfolio: Sexuality and Sexual Health This rubric offers one way to score students’ portfolios. Teachers may adjust the weight and criteria as they see fit. TASK CRITERIA AND SCORING WEIGHT TOTAL Highest Score Lowest Score 3 2 1 Title Creative, clear, Fairly creative; Shows little x .5 unique Fairly clear effort at creativity; Unclear Purpose Purpose is Purpose is Purpose is not x 2 clearly stated fairly clear clearly stated Table of Well-organized; Fairly well- Poorly x 1.5 Contents Comprehensive organized; organized; Missing some Missing a lot of information information Four Pieces Four pieces and Four pieces Less than four x 3 of Work paragraphs and pieces and included; Each paragraphs paragraphs piece received included; Each included; Most the highest piece received pieces scores; fair-high received fair- Paragraph scores; low scores; thoroughly Paragraph Paragraph explains what fairly explains does not student learned what student explain what learned student learned Reflective Is one page Less than one Less than one x 3 Summary long; Includes 3 page; Includes page; Does not reasons why less than 3 include any understanding reasons why reasons why sexuality and understanding understanding sexual health sexuality and sexuality and and related life sexual health sexual health skills is and related life and related life important; skills is skills is Shows thorough important; important; understanding of Shows fair Shows poor the lessons understanding understanding of the lessons of the lessons Drawing Creative, shows Creative, but Shows little x 2.5 excellent could show a effort at understanding of better creativity; life skills being understanding Does not depicted of life skills depict life skills being depicted TOTAL High Score = 37.5 Low Score = 12.5 HFLE COMMON CURRICULUM: FORM 1 SEXUALITY AND SEXUAL HEALTH LESSON PLAN #1 THEME: SEXUALITY AND SEXUAL HEALTH REGIONAL STANDARD 1: Demonstrate an understanding of the concept of human sexuality as an integral part of the total person that finds expression throughout the life cycle. CORE OUTCOME 1: Develop strategies for coping with the various changes associated with puberty. Title “Puberty” Age Level 11–12 years old Time 35-40 minutes Purpose To help students become aware of the physical and emotional changes that are experienced during puberty. Overview In this lesson, students will observe the physical differences between themselves and their classmates. They will then listen to a diary entry of a student their age who is experiencing puberty and, in pairs, answer three questions about the person who wrote the entry. Puberty is often accompanied by emotional turmoil as children become more aware of themselves and their developing sexuality. Individuals often think that the feelings are only happening to them. Specific Objectives At the end of this lesson, students will be able to do the following: 1. Describe the physical and emotional changes that occur among males and females during puberty. 2. Recognise differences in pubertal changes for different individuals. 3. Develop coping skills to deal with the physical and emotional changes experienced during puberty. Resources and Materials Teacher Resource Page: Diary entry “I am changing,” Worksheet: “Pubertal changes,” Teacher Resource Page: “Pubertal Changes” Methods and Strategies Brainstorming, small-group work, class discussion HFLE COMMON CURRICULUM: FORM 1 SEXUALITY AND SEXUAL HEALTH PROCEDURE Step I Draw a circle in the middle of the board and write the word “PUBERTY” Introduction in the circle. Ask students what comes to their mind when they see this (5 min.) word. Write their responses in the circle on the board. Use the information provided by students to construct an explanation of the concept of puberty. The definition should reflect the idea that puberty is the beginning of the period of adolescence, which is the change from childhood to adulthood. At puberty, children begin to mature and changes occur in the body. (cid:42) Teacher Tip This is a brainstorming activity, so it is important to gather many answers in a short amount of time. Although a number of students may want to provide answers to your question, this exercise should last only five minutes. You may not be able to get answers from all the students. Tell students after five minutes that they will have many other opportunities to provide answers. Also, give students positive feedback on their answers. Step II Ask students to spend a few minutes thinking about themselves and the Skill Development and changes that they may have experienced in their own bodies in the past Reinforcement year. Ask them to reflect, without speaking, on physical and emotional (30 min.) changes. Then, ask them to think about their best friend and any changes he or she has gone through in the past year, and to think about the differences between their own bodies and their best friend’s. Ask them to think about how some students are taller or bigger. After two minutes, you can end this activity by saying, “Just as people are different, they go through puberty at different times and different rates (speeds). It’s important to be aware of the changes going on in your body, but also to understand that these changes are normal.” Invite students to listen as you read a diary entry titled “I am changing.” Ask students to guess Leslie’s gender and to think about the different changes that Leslie is experiencing as you are reading. After you have read the entry, write the three discussion questions at the end of the diary entry on the board. Hand out the worksheet titled “Pubertal Changes.” Ask students to work in pairs to discuss the three questions for about 10 minutes. Ask them to write their answers to Discussion Question #1 on their worksheets, and their answers to Questions #2 and #3 on the back of the worksheet. Tell students that for Question #3, they are going to identify coping HFLE COMMON CURRICULUM: FORM 1 SEXUALITY AND SEXUAL HEALTH skills that Leslie could use to deal with his or her problems. Define coping skills as “skills that help a person deal with negative situations and emotions (like anger, frustration, or sadness) in ways that make them feel better.” Coping skills are usually action skills where you do something or thinking skills where one uses positive self-talk in dealing with a problem. The steps for this would be: 1. Identify the problem. 2. Select the desired solution. 3. Take steps to find what is necessary – ask a parent, friend, research. 4. Take action and apply your knowledge. OR 1. Describe the problem. 2. Acknowledge your feelings. 3. Identify the beliefs and causes of the feeling. 4. Use positive coping self-talk to assess the feelings. 5. Visualize a positive outcome. 6. Take action. At the end of the steps, give examples of coping actions. For example, finding ways to relax, talking with a friend or family member, and reading about things that can be done. After 10 minutes, ask students to share their answers to the three discussion questions with the whole class. Talk about how physical and emotional changes affected Leslie’s thoughts and behaviour and how Leslie is aware of these changes. Note that Leslie could be either male or female. For their answers to Question #3, review how Leslie could use “coping skills” to deal with his or her problems. Some ideas might be: talking with parents, talking with friends, researching solutions to problems like body odour or acne. Step III Summarise the changes that occur during puberty, and reassure Conclusion students that it is a normal developmental process that everyone must (5 min.) pass through on the road to adulthood. Explain to students that both boys and girls go through puberty and experience some of the same changes, but just like Leslie, each person will have his or her own experience. Review the different ways that Leslie could cope with some of the HFLE COMMON CURRICULUM: FORM 1 SEXUALITY AND SEXUAL HEALTH emotional and physical changes that Leslie is experiencing and ask students to try to apply these coping skills and strategies in their own lives. HOMEWORK: Ask students to take worksheets home and write down other physical and emotional changes experienced by boys and girls during puberty. In addition, ask students to draw a cartoon to illustrate the concept of puberty, and the steps they can use to find positive strategies for how someone their age can cope with the changes, based on the information that was presented in the lesson. Step IV See rubric following the homework assignment to assess students’ Assessment performance on homework. Rubric for Lesson #1 Performance Tasks Criteria Highest score Lowest score 4 3 2 1 Task #1: Response Response Response Did not complete includes many includes some includes few other other other Homework Assignment (Worksheet of examples of examples of examples of Pubertal Changes) physical and physical and physical and emotional emotional emotional changes changes changes Task #2: Demonstrates Demonstrates Demonstrates Did not complete excellent adequate fair understanding understanding understanding Homework Assignment (Cartoon) of steps for of steps for of steps for coping with coping with coping with pubertal pubertal pubertal changes changes changes HFLE COMMON CURRICULUM: FORM 1 SEXUALITY AND SEXUAL HEALTH Teacher Resource Page Diary Entry: I AM CHANGING 6th April, 2005 Dear Diary, It’s me, Leslie. I know that I have not written as often as I promised, but lately I have not been my usual self. I am changing and I am worried about that. I have grown several inches and have gained some weight. It seems like that happened almost overnight. I do not remember eating so much. I am now bigger than most of the children in my class. I feel kind of awkward about it. My teacher is planning an end-of-term outing for the class. She says our parents are invited to come help. I feel so guilty because I would really rather they not come. I think I will have more fun if they are not there. Anyway, I have not decided if I am going or not. Recently I got a few uninvited guests on my face. These zits seem determined to accompany me. I wonder if the stuff advertised on TV could help me. What is a bit relieving is the fact that some of my classmates also face the same problem. Another concern I have is that I have developed a body odour. I am not sure how to get rid of it. So if I go I do not think I will run around with my friends. I would really not want them to give me jokes about smelling. Besides, these days I am not always in a good mood. Sometimes I get downright cranky for no real reason. I have one good reason for really wanting to go, though. It’s a secret that I am only going to share with you. There is someone in my class whom I have a big crush on . . . . I keep wondering what this person thinks about me and if I am noticed at all. I will tell you who it is the next time I write. I wish you could write back. Maybe you would be able to help. Anyway I am going to decide whether I will go or not. If I do, I will let you know all about it. Bye for now. Your friend, Leslie WRITE THESE DISCUSSION QUESTIONS ON THE BOARD: 1. What are some of the physical and emotional changes that Leslie is experiencing? 2. How does Leslie respond to these changes? Identify some of his/her feelings. 3. What advice would you give Leslie to help him/her deal or cope with these changes? Go through the coping steps. HFLE COMMON CURRICULUM: FORM 1 SEXUALITY AND SEXUAL HEALTH