Relationships and Sexuality Education Scope and Sequence (K-Y7 Draft)
Phase Guidance |
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Phase 1: Year K - 1 |
Phase 2: Year 2 - 3 |
Phase 3: Year 4 - 5 |
Phase 4: Year 6 - 7 |
Key Concepts |
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Relationships |
Values, Rights, Culture and Sexuality |
Understanding Gender |
Staying Safe |
The Human Body and Development |
Sexuality, sexual behaviour and Reproductive Health |
PHASE 1 (Year K-1, ages 3-5)
Relationships PHASE 1 (Year K-1, ages 3-5) OUTCOMES |
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Families |
Key Idea: There are many different kinds of families that exist around the world |
● describe different kinds of families (e.g. two-parent, single-parent, child-headed; guardian-headed, extended, nuclear, and non-traditional families) |
Key Idea: Family members have different needs and roles |
● identify the different needs and roles of family members |
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Friendship, Love and Romantic Relationships |
Key Idea: There are different kinds of friendships |
● define friend |
Tolerance, Inclusion and Respect |
Tolerance, inclusion and respect are addressed within the PSPE scope and sequence and should include reference to ethnicity, race, origin, sexual orientation, gender identity and other differences. |
Values, Rights, Culture and Sexuality PHASE 1 (Year K-1, ages 3-5) OUTCOMES **Values, Human Rights and Sexuality can be linked to aspects of the PSPE scope and sequence Identity. |
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Culture, Society and Sexuality |
Key Idea: There are many sources of information that help us learn about ourselves. |
● list sources of information that help them understand themselves (e.g. families, individuals, peers, communities, media - including social media) |
Understanding Gender PHASE 1 (Year K-1, ages 3-5) OUTCOMES |
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Gender equality, stereotypes and bias |
Key Idea: All persons are equally valuable, regardless of their gender |
● identify how people may be treated unfairly and unequally because of their gender ● describe ways to make relationships between genders more fair and equal in home, school and the community. |
Staying Safe PHASE 1 (Year K-1, ages 3-5) OUTCOMES |
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Staying Safe |
Key Idea: People can show love for other people through touching and intimacy
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● state that people show love and care for other people in different ways, including kissing, hugging, touching ● recall how clearly communicating ‘yes’ and ‘no’ protects one’s privacy and bodily integrity, and is a central part of building happy relationships ● describe what is meant by a trusted adult |
Consent, Privacy and Bodily Integrity |
Key Idea: Key Idea: Everyone has the right to decide who can touch their body |
● define ‘safe and unsafe touch’ ● describe the meaning of ‘body rights’ ● identify which parts of the body are private ● **understand the difference between safe and unsafe touches ● demonstrate how to respond if someone is touching them in a way that makes them feel uncomfortable (e.g. say ‘no’, ‘go away’, and talk to a trusted adult) ● identify 5 trusted adults and describe how they would talk to a parent/guardian or trusted adult if they are feeling uncomfortable about being touched |
Safe Use of Information and Communication Technologies (online safety) |
Key Idea: The Internet and social media are ways of finding out information and connecting with others, which can be done safely but can also put people, including children, at risk of harm |
● describe what the Internet and social media are ● list benefits and potential dangers of the Internet and social media ● identify and demonstrate ways to talk to a trusted adult if something they have done or seen on the Internet or social media makes them feel uncomfortable or scared |
The Human Body and Development PHASE 1 (Year K-1, ages 3-5) OUTCOMES |
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Sexual and Reproductive Anatomy and Physiology |
Key Idea: It is important to know the names and functions of one’s body and it is natural to be curious about them |
● identify the critical parts of the external genitals and describe their basic function |
Key Idea: Everyone has a unique body that deserves respect, including people with disabilities |
● identify ways that men's, women's, boys‘, and girls’ bodies are the same; the ways they are different; and how they can change over time ● explain that all cultures have different ways of seeing people’s bodies |
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Body Image |
Key Idea: All bodies are special and unique and people should feel good about their bodies |
● recall that all bodies are special and unique ● explain what it means to have pride for one’s body |
Sexuality, sexual behaviour and Reproductive Health PHASE 1 (Year K-1, ages 3-5) OUTCOMES |
N/A |
PHASE 2 (Year 2-3, ages 6-8)
Relationships (PHASE 2 (Year 2-3, ages 6-8) OUTCOMES) |
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Families |
Key Idea: Gender inequality is often reflected in the roles and responsibilities of family members |
● list differences in roles and responsibilities of men and women within the family ● describe ways that these differences can affect what each can and cannot do |
Key Idea: Family members are important in teaching values to children |
● define what values are ● list values that they and their families care about |
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Friendship, Love and Romantic Relationships |
Key Idea: Friendships are based on trust, sharing, respect, empathy and solidarity |
● describe key components of friendships (e.g. trust, sharing, respect, support, empathy and solidarity) |
Key Idea: Relationships involve different kinds of love and love can be expressed in many different ways |
● identify different kinds of love and ways that love
can be expressed |
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Key Idea: There are healthy and unhealthy relationships |
● list characteristics of healthy and unhealthy relationships
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Tolerance, Inclusion and Respect |
Tolerance, inclusion and respect are addressed within the PSPE scope and sequence and should include reference to ethnicity, race, origin, sexual orientation, gender identity and other differences. |
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Long-term Commitments and Parenting |
Key Idea: There are different family structures and concepts of marriage |
● describe the concepts of ‘family’ and ‘marriage’ ● list different ways that people might get married (e.g. choose their marriage partners or have arranged marriages) ● recall that some marriages end in separation, divorce and/or death |
Values, Rights, Culture and Sexuality (PHASE 2 (Year 2-4, ages 5-8) OUTCOMES) **Values, Human Rights and Sexuality can be linked to aspects of the PSPE scope and sequence Identity. |
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Values, Human rights & Sexuality
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Key Idea: Values are strong beliefs held by individuals, families and communities about important issues Key Idea: Everyone has human rights |
● define values ● identify important personal values such as equality, respect, acceptance and tolerance ● explain ways that values and beliefs guide decisions about life and relationships ● define human rights
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Culture, Society and Sexuality |
Key Idea: There are many sources of information that help us learn about our feelings and our bodies. |
● list sources of information that help understand feelings and bodies (e.g. families, individuals, peers, communities, media - including social media) |
Understanding Gender (PHASE 2 (Year 2-3, ages 6-8) OUTCOMES) |
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The social construction of gender and gender norms
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Key Idea: It is important to understand the difference between biological sex and gender
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● define gender and biological sex and describe how they are different |
Key Idea: Families, individuals, peers and communities are sources of information about sex and gender |
● identify sources of information about sex and gender
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Gender based violence |
Key Idea: It is important to know what GBV is and where to go for help
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● define GBV and recognize that it can take place in different locations (e.g. school, home or in public) ● understand that our ideas about gender and gender stereotypes can affect how we treat other people,including discrimination and violence |
Staying Safe (PHASE 2 (Year 2-3, ages 6-8) OUTCOMES) |
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Staying Safe |
Key Idea: It is important to be able to recognise bullying and violence, and understand that these are wrong |
● define teasing, bullying and violence ● recall how clearly communicating ‘yes’ and ‘no’ protects one’s privacy and bodily integrity, and is a central part of building happy relationships |
Key Idea: It is important to be able to recognize child abuse and understand that this is wrong
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● define child abuse including sexual abuse and online child sexual exploitation ● demonstrate actions they can take if an adult tries to sexually abuse them (e.g. say ‘no’ or ‘go away’, and talk to a trusted adult) ● identify parents/guardians or trusted adults and demonstrate how to communicate mistreatment if they are being abused |
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Key Idea: It is important to understand safe and unsafe touching. |
● reinforce/revisit what is an ‘unsafe and safe touch’ and define ‘wanted and unwanted touch’ |
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Consent, Privacy and Bodily Integrity |
Key Idea: Everyone has the right to decide who can touch their body
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● describe the meaning of ‘body rights’ ● identify which parts of the body are private ● recognize that everyone has ‘body rights’ ● demonstrate how to respond if someone is touching them in a way that makes them feel uncomfortable (e.g. say ‘no’, ‘go away’, and talk to a trusted adult) ● identify and describe how they would talk to a parent/guardian or trusted adult if they are feeling uncomfortable about being touched ● identify 5 trusted adults and describe how they would talk to a parent/guardian or trusted adult if they are feeling uncomfortable about being touched |
Key Idea: It is important to understand wanted and unwanted touching |
● reinforce/revisit what is a ‘safe and unsafe touch’ ● define ‘wanted and unwanted touch’ ● Understand the difference between 'secrets and surprises' |
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Safe Use of Information and Communication Technologies (online safety) |
Key Idea: The Internet and social media are ways of finding out information and connecting with others, which can be done safely but can also put people, including children, at risk of harm |
● describe what the Internet and social media are ● list benefits and potential dangers of the Internet and social media ; ● identify and demonstrate ways to talk to a trusted adult if something they have done or seen on the Internet or social media makes them feel uncomfortable or scared ((LEAVE IN - IMPORTANT skill). |
The Human Body and Development (PHASE 2 (Year 2-3, ages 6-8) OUTCOMES) |
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Sexual and Reproductive Anatomy and Physiology |
Key Idea: It is important to know the names and functions of one’s body and it is natural to be curious about them, including the sexual and reproductive organs |
● identify the parts of the internal and external genitals and describe their basic function |
Reproduction |
Key Idea: Pregnancy generally lasts for 40 weeks and a woman’s body undergoes many changes during the span of a pregnancy |
● describe the changes that a woman’s body undergoes during the duration of a pregnancy |
Puberty |
Key Idea: Puberty is a time of physical and emotional change that happens as children grow and mature **PSPE Identity Phase 4 **There are physical, social and emotional changes associated with puberty. |
● define puberty ● understand that growing up involves physical and emotional changes |
Sexuality, sexual behaviour and Reproductive Health (PHASE 2 (Year 2-3, ages 6-8) OUTCOMES) |
N/A |
PHASE 3 (Year 4-5, ages 7- 9)
Relationships (PHASE 3 (Year 4-5, ages 7-9) OUTCOMES) |
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Families |
Key Idea: Families can promote gender equality through their roles and responsibilities **PSPE Interactions Phase 3 **An effective group capitalizes on the strengths of its individual members |
● Identify the roles, rights and responsibilities of different family members ● list ways that families can support gender equality through their roles and responsibilities |
Friendship, Love and Romantic Relationships |
Key Idea: There are healthy and unhealthy |
● list characteristics of healthy and unhealthy relationships |
Tolerance, Inclusion and Respect |
Tolerance, inclusion and respect are addressed within the PSPE scope and sequence and should include reference to ethnicity, race, origin, sexual orientation, gender identity and other differences. |
Values, Rights, Culture and Sexuality (PHASE 3 (Year 4-5, ages 7-9) OUTCOMES) **Values, Human Rights and Sexuality can be linked to aspects of the PSPE scope and sequence Identity. |
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Values, Human Rights and Sexuality
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Key Idea: Values and attitudes imparted to us by families and communities are sources of what we learn about sex and sexuality, and influence our personal behaviour and decision-making. |
● identify sources of values and attitudes that inform what and how one learns about sex and sexuality (e.g. parents, guardians, families and communities) ● describe ways that some parents/guardians teach and exemplify their values to their children ● describe values that affect gender role expectations and equality |
Culture, Society and Sexuality |
Key Idea: There are many sources of information that help us understand more about our feelings and our bodies. |
● find sources of information to help us better understand feelings and our bodies (e.g. families, individuals, peers, communities, media - including social media) |
Understanding Gender (PHASE 3 (Year 4-5, ages 7-9)OUTCOMES) |
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The Social Construction of Gender and Gender Norms |
Key Idea: Social and cultural norms and religious beliefs are some of the factors which influence gender roles |
● define gender roles ● Identify examples of how social norms, cultural norms, and religious beliefs can influence gender roles |
Gender Equality, Stereotypes and Bias |
Key Idea: Gender inequalities and differences in power exist in families, friendships, relationships, communities and society
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● define gender inequality ● describe how gender inequality is linked to differences in power within families, friendships, communities and society ● recall negative consequences of gender inequality and power differences in relationships (e.g. GBV) ● foster a belief that everyone has a responsibility to overcome gender inequality. |
Gender Based Violence |
Key Idea Gender stereotypes can be the cause of violence and discrimination **PSPE Identity Phase 4 **Stereotyping or prejudging can lead to misconceptions and conflict. |
● explain how gender stereotypes can contribute to bullying, discrimination, abuse and sexual violence ● explain that sexual abuse and GBV are crimes about power and dominance, not about one’s inability to control one’s sexual desire |
Staying Safe (PHASE 3 (Year 4-5, ages 7-9) OUTCOMES) |
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Staying Safe |
Key Idea: Sexual abuse, sexual harassment and bullying (including cyberbullying) are harmful and it is important to seek support if experiencing them |
● describe examples of sexual abuse (including rape, incest and online sexual exploitation), sexual harassment and bullying (including cyberbullying) ● recognize that child sexual abuse is illegal and that there are authorities and services available to assist those who have experienced it ● demonstrate effective ways to respond or seek help when they know someone who is being bullied, sexually abused or harassed |
Key Idea: Intimate partner violence is wrong and it is important to seek support if witnessing it |
● define intimate partner violence ● describe examples of intimate partner violence ● demonstrate how they would approach a trusted adult for support if they are experiencing this type of violence in their family |
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Consent, Privacy and Bodily Integrity |
Key Idea: It is important to understand the need for privacy when growing up |
● explain that, during puberty, privacy about one’s body and private space become more important for both boys and girls, particularly access to toilets and water for girls
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Key Idea: It is important to understand safe/unsafe and wanted/unwanted touching |
● reinforce/revisit what is a ‘safe touch/unsafe touch’ and ‘wanted/unwanted touch’ ● identify 5 trusted adults and describe how they would talk to a parent/guardian or trusted adult if they are feeling uncomfortable about being touched |
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Safe Use of Information and Communication Technologies (online safety) |
Key Idea: Internet and social media use require special care and consideration **PSPE Identity Phase 4 **Analyse how society can influence our concept of self-worth (e.g. through the media and advertising) |
● describe examples of the benefits and possible dangers of the Internet and social media ● demonstrate how to decide what information to share with whom on social media
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Finding Help and Support |
Key Idea: There are different sources of help and support in school and the wider community
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● recognize problems for which children may need to seek help (e.g. abuse, harassment, bullying, illness) and identify relevant sources of help ● recall that abuse, harassment and bullying needs to be reported to a trusted source of help |
The Human Body and Development (PHASE 3 (Year 4-5, ages 7-9) OUTCOMES) |
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Sexual and Reproductive Anatomy and Physiology |
Key Idea: Everyone’s body has parts involved in one’s sexual health and reproduction, and it is common for children to have questions about them |
● describe the body parts involved with sexual health and reproduction ● identify a trusted adult to whom they can ask questions, and demonstrate ways to ask about sexual and reproductive anatomy and physiology . |
Key Idea: Women’s bodies can release eggs during the menstrual cycle, and men’s bodies may make and ejaculate sperm, both of which are needed for reproduction |
● explain the key functions of the body that contribute to reproduction (e.g. menstrual cycle, sperm production and ejaculation of semen) |
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Reproduction |
Key Idea: A pregnancy begins when an egg and sperm unite and implant in the uterus |
● describe the process of reproduction – specifically that a sperm and egg must both join and then implant in the uterus for a pregnancy to begin |
Key Idea: The menstrual cycle has different stages, including the time around ovulation in which, if sperm are present, pregnancy is most able to occur |
● explain the menstrual cycle, including the specific phase in which pregnancy is most able to occur ● recall that changes in hormones regulate menstruation and when a pregnancy is most likely to occur |
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Puberty |
Key Idea: Puberty signals changes in a person’s reproductive capability **PSPE Active Living Phase 4 **There are physical, social and emotional changes associated with puberty |
● describe the process of puberty and the maturation of the sexual and reproductive system ● list the major physical and emotional changes that take place during puberty
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Key Idea: During puberty, hygiene is important to keep one’s sexual and reproductive anatomy clean and healthy |
● describe personal hygiene and sanitation practices |
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Key Idea: Menstruation is a normal and natural part of a girls’ physical development and should not be treated with secrecy or stigma |
● describe the menstrual cycle and identify the various physical symptoms and feelings that girls may experience during this time ● describe how to access, use and dispose of sanitary pads and other menstrual aids ● recall how gender inequality can contribute to girls’ feelings of shame and fear during menstruation |
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Body Image |
Key Idea: A person’s physical appearance does not determine their worth as a human being |
● explain that physical appearance is determined by heredity, environment, and health habits |
Sexuality, Sexual Behaviour and Reproductive Health (PHASE 3 (Year 4-5, ages 7-9) OUTCOMES) |
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Sex, sexuality and the sexual life cycle
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Key Idea: It’s natural to be curious about sexuality and important to ask a trusted adult questions |
● identify a trusted adult with whom they feel comfortable, and demonstrate asking questions about sexuality |
Key Idea: It is natural for humans to enjoy their bodies and be close to others throughout their lives
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● understand that physical enjoyment and excitement are natural human feelings, and this can involve physical closeness to other people ● understand that there are many words to describe physical feelings, and some are related to showing feelings for and being close to others |
PHASE 4 (Year 6 - 7, ages 10-12)
Relationships (PHASE 4 (Year 6 - 7, ages 10-12) OUTCOMES) |
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Tolerance, Inclusion and Respect |
Tolerance, inclusion and respect are addressed within the PSPE scope and sequence and should include reference to ethnicity, race, origin, sexual orientation, gender identity and other differences. |
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Friendship, Love and Romantic Relationships |
Key Idea: Friendship and love help people feel positive about themselves **PSPE Interactions Phase 4 **An individual can experience both intrinsic and personal growth from interactions. |
● list the benefits of friendships and love |
Long-term Commitments and Parenting |
Key Idea: Child, early and forced marriages (CEFM) are harmful and illegal in the majority of countries |
● define CEFM ● list negative consequences of CEFM on the child, the family and society |
Key Idea: Long-term commitments, marriage and parenting vary and are shaped by society, religion, culture and laws. **PSPE Interactions Phase 4 **Communities and societies have their own norms, rules and regulations. |
● list key features of long-term commitments, marriage and parenting ● describe ways that culture, religion, society and laws affect long-term commitments, marriage and parenting ● express their views on long-term commitments, marriage and parenting |
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Key Idea: Culture and gender roles impact parenting |
● discuss ways that culture and gender roles impact upon parenting ● reflect on their own values and beliefs of what it means to be a good parent |
Values, Rights, Culture and Sexuality (PHASE 4 (Year 6 - 7, ages 10-12) OUTCOMES) **Values, Human Rights and Sexuality can be linked to aspects of the PSPE scope and sequence Identity. |
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Values, Human Rights and Sexuality |
Key Idea: It is important to know your rights and that human rights are outlined in national laws and international agreements
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● recall the definition of human rights and how they apply to everyone ● name national laws and international agreements that identify universal human rights and the rights of children ● recognize children’s rights that are outlined in national laws and international agreements (e.g. Universal Declaration of Human Rights and the Convention on the Rights of the Child) |
Culture, Society and Sexuality |
Key Idea: Culture, religion and society influence our understanding of sexuality
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● identify examples of how culture, religion and society affect our understanding of sexuality describe different rites of passage to adulthood that are local and across different cultures ● identify cultural, religious or social beliefs and practices related to sexuality that have changed over time |
Understanding Gender (PHASE 4 (Year 6 - 7, ages 10-12) OUTCOMES) |
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The social construction of gender and gender norms |
Key Idea: The way that individuals think of themselves, or describe themselves to others in terms of their gender, is unique to them and should be respected |
● define gender identity ● explain how someone’s gender identity may not match their biological sex |
Gender equality, stereotypes and bias |
Key Idea: Stereotypes about gender can lead to bias and inequality **PSPE Identity Phase 4 Stereotyping or prejudging can lead to misconceptions and conflict. |
● define stereotypes and bias related to gender ● recognize that gender stereotypes and expectations have a strong influence on how people live their lives, both positive and negative |
Gender Based Violence (GBV) |
Key Idea All forms of GBV are wrong and a violation of human rights
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● list examples of GBV (e.g. bullying, sexual harassment, psychological violence, domestic violence, rape, FGM/C, CEFM, homophobic violence) and identify spaces where GBV may occur, including at school, in the home, in public or online ● acknowledge that all forms of gender-based violence are a violation of human rights ● identify and demonstrate ways to talk to a trusted adult if they or someone they know is experiencing gender based violence or if they are concerned that they may engage in gender-based violence |
Media Literacy and Sexuality |
Key Idea: Media can positively or negatively influence values, attitudes, and norms about sexuality and gender **PSPE Identity Phase 4 Analyse how society can influence our concept of self-worth (e.g. through the media and advertising) |
● define different types of media (e.g. social media, traditional media) ● share examples of how men and women and relationships are portrayed in the media ● describe the impact of media upon personal values, attitudes and behaviour relating to sexuality and gender
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Staying Safe (PHASE 4 (Year 6 - 7, ages 10-12) OUTCOMES) |
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Staying Safe |
Key Idea: Sexual abuse, sexual harassment and bullying (including cyberbullying) are harmful and it is important to seek support if experiencing them |
● describe examples of sexual abuse (including rape, incest and online sexual exploitation), sexual harassment and bullying (including cyberbullying) ● recognize that child sexual abuse is illegal and that there are authorities and services available to assist those who have experienced it ● demonstrate effective ways to respond or seek help when they know someone who is being bullied, sexually abused or harassed |
Key Idea: Intimate partner violence is wrong and it is important to seek support if witnessing it |
● define intimate partner violence ● describe examples of intimate partner violence ● demonstrate how they would approach a trusted adult for support if they are experiencing this type of violence in their family |
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Consent, Privacy and Bodily Integrity |
Key Idea: It is important to understand what unwanted sexual attention is |
● define unwanted sexual attention |
Key Idea: It is important to understand safe/unsafe and wanted/unwanted touching |
● reinforce/revisit what is a ‘safe touch/unsafe touch’ and ‘wanted/unwanted touch’ ● identify 5 trusted adults and describe how they would talk to a parent/guardian or trusted adult if they are feeling uncomfortable about being touched |
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Safe Use of Information and Communication Technologies (online safety) |
Key idea: Internet and social media use require special care and consideration **PSPE Identity Phase 4 Analyse how society can influence our concept of self-worth (e.g. through the media and advertising) |
● describe examples of the benefits and possible dangers of the Internet and social media ● demonstrate how to decide what information to share with whom on social media
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The Human Body and Development (PHASE 4 (Year 6 - 7, ages 10-12) OUTCOMES) |
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Reproduction |
Key Idea: In order for a pregnancy to begin, criteria must be just right for sperm to join with an egg and implant in the uterus |
● list the steps necessary for reproduction to occur ● recall that pregnancy can occur as a result of sexual intercourse during which a penis ejaculates into the vagina ● recall that sexual intercourse doesn’t always lead to pregnancy |
Key Idea: There are common signs of pregnancy, which should be confirmed through a pregnancy test that can be taken as soon as the menstrual period is missed or late |
● describe the signs of pregnancy and stages of foetal development ● describe the tests available to confirm a pregnancy |
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Puberty |
Key Idea: During puberty, adolescents may experience a variety of physical responses (e.g. erections and wet dreams) **PSPE Active Living Phase 4 There are physical, social and emotional changes associated with puberty |
● understand that young men may experience erections, either due to arousal or for no particular reason, and that this is normal ● recall that some adolescents may experience arousal and release of fluids at night, often called a wet dream, and that this is normal |
Body Image |
Key Idea: There is wide variation in what people find attractive when it comes to a person’s physical appearance |
● describe differences in what people find attractive when it comes to physical appearance |
Sexuality, sexual behaviour and reproductive health (PHASE 4 (Year 6 - 7, ages 10-12) OUTCOMES) |
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Sex, sexuality and the sexual life cycle |
Key Idea: Human beings are born with the capacity to enjoy their sexuality throughout their life
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● understand that sexuality involves emotional and physical attraction to others describe ways that human beings feel pleasure from physical contact (e.g. kissing, touching, caressing, sexual contact) throughout their life ● acknowledge that discrimination against people who are attracted to the same sex, or who are believed to be attracted to the same sex is wrong and can have negative effects on these individuals |
Sexual behaviour and sexual responses |
Key Idea: People have a sexual response cycle, whereby sexual stimulation (physical or mental) can produce a physical response
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● describe male and female responses to sexual stimulation ● state that during puberty boys and girls become more aware of their responses to sexual attraction and stimulation ● explain that many boys and girls begin to masturbate during puberty or sometimes earlier ● acknowledge that masturbation does not cause physical or emotional harm but should be done in private
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Key Idea: It is important to be able to make informed decisions about sexual behaviour, including whether to delay sex or become sexually active
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● compare and contrast advantages and disadvantages of choosing to delay sex or to become sexually active ● understand that abstinence means choosing not to have sex, or deciding when to start having sex and with whom, and is the safest way to prevent pregnancy and STIs, including HIV |
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Pregnancy and Pregnancy Prevention |
Key Idea: It is important to understand the key features of pregnancy |
● list the common signs of pregnancy ● describe the tests available to confirm a pregnancy ● list health risks associated with early marriage (voluntary and forced) and early pregnancy and birth |
Key Idea: Modern contraception can help people prevent or plan pregnancy |
● correct myths about modern contraceptives, condoms and other ways to prevent unintended pregnancy ● explain that not having sexual intercourse is the most effective form of avoiding unintended pregnancy ● describe the steps to using both male and female condoms correctly for reducing the risk of unintended pregnancy |
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Key Idea: Gender roles and peer norms may influence decisions about contraceptive use |
● discuss ways that gender roles and peer norms may influence contraceptive use |
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Understanding, recognising and reducing the risk of STIs, including HIV |
Key Idea: People can acquire STIs, including HIV, as a result of having sex with someone who already has an STI, and there are ways people can lower their vulnerability to infection |
● list the most common STIs, (e.g. HIV, HPV, herpes, chlamydia, gonorrhoea) among youth in their community, and the most common modes of transmission (knowledge); ● describe how HIV cannot be transmitted through casual contact (e.g. shaking hands, hugging, drinking from the same glass) (knowledge). |
Key Idea: HIV is a virus that can be transmitted in various ways, including unprotected sex with someone who is living with HIV |
● list the different ways that HIV can be transmitted (e.g. unprotected sex with someone who is positive, blood transfusion with contaminated blood, sharing syringes, needles or other sharp instruments; during pregnancy, at birth or while being breastfed) (knowledge); ● state that most people acquire or transmit HIV through unprotected penetrative sexual intercourse with someone who is living with HIV (knowledge). |
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Key idea: There are ways that people can reduce their vulnerability to STIs, including HIV |
● describe ways to reduce the risk of acquiring or transmitting HIV, before (i.e. using a condom and where available, voluntary medical male circumcision (VMMC) or Pre-Exposure Prophylaxis (PrEP) in combination with condoms); and after (i.e. where available, Post-Exposure Prophylaxis (PEP)) exposure to the virus (knowledge); ● describe the steps to using a condom correctly (knowledge); ● where available, describe at what age and where the vaccine for genital human papillomavirus (HPV) can be accessed (knowledge); |
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Key idea: Testing is the only way to know for sure whether someone has an STI, including HIV, and treatment exits for HIV and most STIs |
● demonstrate their understanding of STI testing and treatment for the most common STIs, including HIV, in their community (knowledge); ● explain ways to be supportive of someone who may want to get tested (knowledge); |