Background Information

Contents:

• series description
• series aims
• pupils’ needs
• the rôle of the teacher in sex education
• Using the programmes
• Appropriate use of language

Series description

The three programmes in this series focus on a range of issues to do with aspects of relationships and sexual behaviour among young people.

The programmes start from where young people are at and present a range of viewpoints for discussion. They are designed to provide trigger material for areas often considered sensitive in the school setting, but essential if young people are to promote their own sexual health and the sexual health of others.

The subject matter is approached with a light touch and the programmes use a range of multimedia techniques to present the material in a challenging up-beat style that reflects the contemporary culture young people live in.

Series aims

• To explore physical, emotional and societal perspectives on sexual behaviour as they affect young people.

• To provide a resource to trigger discussion about a range of issues to do with sexual health and behaviour often considered sensitive and difficult to deal with in schools.

• To provide a diverse range of viewpoints on these issues from the perspective of the target age group in a realistic and non-judgmental way.

• To contribute to an understanding of caring, responsible sex within a framework of respect for self and others.

Pupils’ needs

Sexuality is an integral part of who and what we are. As we grow and develop we have to come to terms with our own sexual growth and development and the sexual nature of others. We also have to understand how ideas about sexuality are constructed in our society.

To make sense of the strong emotions accompanying sexual development and have happy and fulfilling sex lives, we need to develop our knowledge and understanding of sexuality, explore what we think, feel and believe, and acquire the skills to look after ourselves and promote sexual health within our society. The programmes in this series are designed to facilitate this process with pupils in the 14+ age range.

The rôle of the teacher in sex education

Checklist

When working in sex education you need to be clear about:

• official guidelines
• curricular guidelines
• your school policy
• your rôle in sex education
• your own skill level in the area
• the rôle of others involved
• communication with parents and carers

Make sure you:

• are comfortable with the content of the programmes
• know where to get further reliable information
• know who you can consult if you need advice
• are aware of any problems to do with sexual health in your local area
• are aware of any racial, cultural, social or environmental factors which might be important
• are able to negotiate content with pupils
• establish clear guidelines with the pupils before beginning
• talk about the issues through the situations in the programme and other such material
• distance yourself personally
• negotiate with pupils that they discuss issues through the materials, that they don’t make personal disclosures nor do they ask you to make them
• act as mediator in discussion
• sign-post appropriate sources of help and advice
• buy time if there is anything you are uncertain about

Recent research shows the increasing trend towards friends and school as major sources of information about sexuality and sexual behaviour for young people. Friends are not always a reliable source of advice and information; therefore it is essential that schools optimise their rôle in this area, albeit in co-operation with parents and within any guidelines which apply at the time.

In the past, research into young people’s perceptions of sex education at school generally concluded that it was too little too late and that the emphasis was too biological. More recently, the finding is that young people don’t think there is enough about relationships and sexual techniques and that the content often doesn’t reflect the reality of their lives.

They are very aware of the tension between the images of sexuality they are surrounded by and the concerns of adults and government bodies. They are also aware of the hypocrisy which surrounds sex in our society and therefore respond well if teachers approach the area in a confident and realistic way.

If pupils are to be encouraged to make health-promoting choices with the potential to enhance their own lives and contribute to a healthy view of sexuality within society, they need to acquire the appropriate understanding, skills and personal qualities to be able to do this. The programmes in this series are designed to aid this process by giving teachers a resource to facilitate learning and mediate discussion in the areas identified.

Using the programmes

The programmes provide flexibility in that they can be used to explore themes, specific issues or topics. Teachers may wish to dip in and out of the three programmes using them to make various thematic links or to respond to interests and needs identified by pupils. Using all three programmes provides teachers with material which can facilitate learning in considerable depth.

Appropriate use of language

Given all the slang and pejorative terms relating to ‘sex’ it is important that young people understand the appropriate use of words, and can use them in a mature and confident way. It is also important they can find the words to communicate what are often complex feelings. Teachers need to clarify understanding of terms, build vocabulary and agree appropriate terms for use in the classroom. This is a key contribution they can make to the health literacy of their pupils.