Programme 2: Friends and Lovers

Curriculum Relevance

The programme has a major PSHE and citizenship focus with opportunities for cross-curricular work involving geography, history, modern studies, maths, science, religious and moral education, English, drama and art. See also the online extra for this programme. While the programme is targeted at Key Stage 4, it will also be useful at the later stages of Key Stage 3.

ENGLAND

PSHE at Key Stage 3 - non-statutory guidelines - knowledge, skills and understanding (Key Stage 4 develops from these but is not shown in this summary)

1 Developing confidence and responsibility and making the most of abilities
Pupils should be taught:
b) to respect the differences between people as they develop their own sense of identity.
d) to recognise the stages of emotions associated with loss and change caused by death, divorce, separation and new family members, and how to deal positively with the strength of their feelings in different situations.

2 Developing a healthy, safer lifestyle
Pupils should be taught:
a) to recognise the physical and emotional changes that take place at puberty and how to manage these changes in a positive way.
b) how to keep healthy and what influences health, including the media.
e) about human reproduction, contraception, sexually transmitted infections, HIV and high-risk behaviours including early sexual activity, all within a context of the importance of relationships.
f) to recognise and manage risk and make safer choices about healthy lifestyles, different environments and travel.
g) to recognise when pressure from others threatens their personal safety and well-being, and to develop effective ways of resisting pressures, including knowing when and where to get help.
h) basic emergency aid procedures and where to get help and support.

3 Developing good relationships and respecting the differences between people
Pupils should be taught:
a) about the effects of all types of stereotyping, prejudice, bullying, racism and discrimination and how to challenge them assertively.
b) how to empathise with people different from themselves.
d) to recognise some of the cultural norms in society, including the range of lifestyles and relationships.
e) the changing nature of, and pressure on, relationships with friends and family, and when and how to seek help.
i) to negotiate within relationships, recognising that actions have consequences, and when and how to make compromises.
j) to resist pressure to do wrong, to recognise when others need help and how to support them.

4 Breadth of opportunities
Pupils should be taught knowledge, skills and understanding components through opportunities to:

g) consider social and moral dilemmas.
h) find information and advice [for example, about the risks of early sexual activity, drug misuse, self-defence for keeping safe].

Citizenship - Key Stage 3

1 Knowledge and Understanding about becoming an informed citizen – pupils should be taught about:
f) the work of community-based, national and international voluntary groups.
i) the world as a global community, the political, economic, environmental and social implications and role of the EU, Commonwealth and UN.

2 Developing Skills of enquiry and communication – pupils should be taught to:
b) think about topical, political, spiritual, moral and cultural issues, problems and events by analysing information and its sources, including ICT based resources.

3 Developing Skills of participation and responsible action - pupils should be taught to:
a) use their imagination to consider other people’s experiences and be able to think about and express and explain views that are not their own.

NORTHERN IRELAND

Personal and Social Education Guidance – Key Stage 3

Knowledge, Understanding, Values and Attitude – Outcomes

The pupil:

• has knowledge and understanding of own and others’ beliefs, values and cultural traditions.

• has knowledge and understanding of health-related issues pertinent to self and other young people.

• takes responsibility for own actions and the effect of own actions on others.

Skills

• Practical skills for everyday living.

• Communication skills.

• Decision making and problem solving skills.

Relationships and Sexuality Education: for Post Primary Schools

The RSE curriculum should enable pupils to:

• acquire and use an appropriate vocabulary to discuss feelings, sexuality, growth and development.

• develop a critical understanding of external influences on lifestyle and decision making.

• understand human physiology with particular reference to the reproductive cycle, human fertility and sexually transmitted infections.

• understand sexual development and identify and explore aspects of sexuality including sex role stereotyping gender issues and cultural influences on sexuality.

• develop skills for coping with peer pressure, conflict and threats to personal safety.

RSE topics:

wth and development - Key Stage 3

The difference between HIV and AIDS, modes of transmission, practical hygiene and risky behaviour.

Sexuality – Key Stage 3

• Awareness of what it is to be male and female.

• Male and female perspectives on a range of issues.

Relationships – Key Stages 3 & 4

• Exploring morals and values in a variety of contexts and recognising the personal implications.

• Making informed and responsible decisions about personal and social relationships.

Family issues – Key Stages 3 & 4

• Gender roles e.g. choices, prejudice, stereotyping.

SCOTLAND

5-14 Curriculum: Health Education: Taking Responsibility for Health

Strands and Attainment Targets

Physical health
Level D - Pupils are able to identify strategies for keeping healthy and safe.

Level E - Pupils are able to show their knowledge and understanding of the impact health choices can have on the quality of health.

Emotional health
Level D - Pupils are able to recognise peer and media influences can affect the choices they make.

Social health
Level D - Pupils are able to demonstrate an understanding of some aspects of the social and cultural influences on health.

Level F - Pupils are able to:

• demonstrate an understanding of interrelated rights and responsibilities

• recognise how people can work together in the community.

• demonstrate skills for responding to risk situations in their local community.

Scottish Executive guidance on Sex Education includes the following broad areas:

Early secondary stages:

• peer and media influences

• gender roles and stereotyping

• awareness of sexual orientation

• issues of discrimination

Middle to Upper Secondary Stages

• responsibility and commitment within relationships

• awareness of needs of others

• information, advice and support services

• STIs, HIV AND AIDS

• responsible sexual behaviour

WALES

PSE Framework for Wales Key Stage 3 – Learning Outcomes

Knowledge and Understanding - PSE should enable pupils to:

Social Aspect: understand culture differences and recognise expressions of prejudice and stereotyping.

Community aspect: understand the nature of local, national and international communities with reference to cultural diversity, justice, law, order, and interdependence.

Sexual aspect:

• know about the different methods of contraception and their effectiveness and know how to use safer sex procedures.

• know the law relating to various aspects of sexual behaviour.

Spiritual aspect: have insights into their beliefs and values in the context of those in society and propagated by the media.

Moral aspect: recognise moral issues and dilemmas in life situations, know what they believe to be right and wrong actions and understand the issues involved.

Environmental aspect: understand that interdependence of global systems and the effects of natural processes and human development.

Attitudes and Values – PSE should enable pupils to:

• show care and consideration for others and their property and be sensitive towards their feelings.

• value cultural diversity and equal opportunity and respect the dignity of all.

• have a responsible attitude towards keeping the body safe and healthy.

• be moved by injustice exploitation and denial of human rights.

• develop a sense of personal responsibility towards the environment and a concern for the quality of life both in the present and the future.

Skills – PSE should enable pupils to:

• critically evaluate others’ viewpoints, and messages from the media.

• empathise with others’ experiences and feelings.

• make moral judgements and resolve moral issues and dilemmas.

• ask for help, support and advice.