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Thinking About Love and Sex Activities
Make sure you follow the checklist at the end of ‘the rôle of the teacher in sex education’ section and are clear about your rôle. Before viewing 1. Ask pupils to brainstorm their ideas about the different messages which people receive about sex and sexuality in their everyday lives, making clear where these come from. Ask them to try and group their ideas under different headings, and then to discuss whether they think they are a good influence, a bad influence or whether they are not sure. Note and discuss any areas of consensus, disagreement and uncertainty. During viewing 2. There are eleven sections in each programme. You can therefore choose to pause after sections which cover key issues specifically identified by pupils, or after groups of letters. If viewing longer sections, pupils might find it useful to write the appropriate letters spaced out on a sheet of paper so that they can note things they: a) would like to discuss; b) don’t agree with; or c) need to know more about. After viewing 3. Return to activity 1 after viewing the film and see if any of the issues raised have become clearer or less clear, and discuss. Note and discuss any new issues raised by the film and plan how to tackle them. 4. Ask pupils to try to establish which issues are to do with society, and which are to do with body functions and emotions, and to discuss the links between the two. Ask them to make a checklist of all the skills you need to be able to cope with the things they have identified. 5. Handling alcohol. This activity is designed to help pupils work through the issues involved in drinking alcohol. Read the following and then see how much information you can fill in on the table. A boy of 16 arrives at a party and drinks alcohol continuously for several hours. What will be the effects on the following: his mood; speech; eyes; body movements; stomach. What causes the effects in each case? What are the general risks he will face at each stage as he continues to drink? What are the risks in relation to the opposite sex at each stage? What might the consequences be? What could happen if the boy continues drinking? Look at the risks and consequences at each stage and say what the boy himself could have done to reduce the risk, if anything. What could other people have done? What might the issues be for them? Look at the worksheet again and imagine a girl going through the same process. What would be the similarities and the differences? Now imagine what issues might arise if the boy met a girl who was 15. Effects Mood | | Speech | | Eyes | | Body | | Movements | | Stomach | |
Why does this happen?…………………………………………………………………. ………………………………………………………………………………………….. ………………………………………………………………………………………….. ………………………………………………………………………………………….. What are the general risks?…………………………………………………………….. ………………………………………………………………………………………….. ………………………………………………………………………………………….. ………………………………………………………………………………………….. What are the risks in relation to the opposite sex? ..…………………………………… ………………………………………………………………………………………….. ………………………………………………………………………………………….. ………………………………………………………………………………………….
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