MUM'S GONE GAY

CURRICULUM

PROGRAMME AIMS

• To explore the dynamics of family life and relationships, and how these are tested in times of crisis
• To look at positive communication and other strategies for resolving conflict
• To raise awareness of the effects of homophobic attitudes on people's lives
• To highlight the importance of respect for self, others and difference.

CURRICULUM RELEVANCE

The programme supports a range of personal and social learning activities across the 14-19 age range. It is of particular relevance to the following subject areas:

England

PSHE

• Being able to talk about relationships and feelings
• Dealing with changing relationships in a positive way, showing goodwill to others, and using strategies to resolve disagreements peacefully
• Challenging prejudice, bullying and discrimination assertively and taking the initiative in giving and receiving support
• Working co-operatively with a range of people who are different from themselves
• Knowing about the statutory and voluntary organisations that support relationships in crisis.

Wales

PSE

• Attitudes and values: Showing care and consideration for others and being sensitive towards their feelings; valuing cultural diversity and equal opportunity and respecting the dignity of all
• Skills: Communicating effectively their feelings and views; appreciating another person's point of view; adapting to changing situations
• Knowledge and understanding: Social, sexual, emotional aspects.

Northern Ireland

Learning for Life and Work (under development)

• Personal development: reflecting on, and responding to, their developing concept of self, including managing emotions and reactions to ongoing life experiences; developing their understanding of relationships, sexuality and the responsibilities of healthy relationships; developing and understanding the roles and responsibilities of parenthood.

Skills (under development)

• Communication
• Self management
• Working with others.

Scotland

A Curriculum for Excellence (under development)

• Confident individuals: being able to relate to others and managing themselves; being self-aware; developing and communicating their own beliefs and view of the world
• Responsible citizens: developing informed, ethical views of complex issues.