TEEN TABOOS

CURRICULUM

SERIES AIMS

• To address issues around sex and relationships that are not always discussed in the classroom setting
• To provide young people with important, factual information about the implications of a sexual relationship
• To investigate the pressures that exist for young people around sexual activity and relationships
• To open up the possibility of candid discussion around the subject and reassure young people that they are not alone in having concerns around sexuality and sexual activity.

CURRICULUM RELEVANCE

Comprehensive sex and relationships education (SRE) programmes encourage young people to delay early sexual activity, but also aim to equip them with the knowledge, skills and attitudes to safely and confidently negotiate current or future relationships. There is no evidence to show that such programmes encourage sexual activity. In fact, they have been successful in offering young people relevant, accurate and balanced SRE lessons, which take account of the realities that young people face.

This series is aimed at 16-19 year olds who have completed comprehensive SRE programmes. While it is most appropriate as an extension to knowledge and skills already gained in SRE, some programmes may be suitable for younger pupils, depending on prior learning and levels of maturity.

It is of particular relevance to the following subject areas:

England

PSHE

• Recognise influences, pressures and sources of help and respond to them appropriately
• Know about the health risks of early sexual activity and about safer choices they can make
• Use assertiveness skills to help resist unhelpful pressure
• Know, in the context of the importance of relationships, how different forms of contraception work, and where to get advice in order to inform future choices
• Be able to talk about relationships and feelings.

Wales

PSE

• Show care and consideration for others and be sensitive towards their feelings
• Have a responsible attitude towards sexual relationships
• Negotiate behaviour in a relationship
• Be assertive and resist unwanted peer and other pressure
• Communicate effectively their feelings and views
• Make decisions and choices effectively
• Understand the risks involved in sexual behaviour that might allow the transmission of STIs.

Northern Ireland

Learning for life and work (under development)

• Develop an understanding of how to maximise and sustain their own health and well-being
• Reflect on and respond to their developing concept of self, including managing emotions and reactions to ongoing life experiences
• Recognise, assess and manage risk in a range of real-life contexts
• Develop their understanding of relationships and sexuality and the responsibilities of healthy relationships.

Scotland

Health and wellbeing (under development)

• Experience positive aspects of healthy living and activity for themselves
• Develop the knowledge and understanding, skills, abilities and attitudes necessary for their physical, emotional and social wellbeing now and in their future lives
• Make informed decisions in order to improve their physical, emotional and social wellbeing
• Apply their physical, emotional and social skills to pursue a healthy lifestyle.