Sex and Relationships Scheme Of Work

 

Sex and Relationships Scheme Of Work PDF available below

Sex and Relationships Scheme Of Work PDF (Will be uploaded soon)

 

Year Four

Objectives
Activities
Individuality/Identity      
 
 

To know how we are all unique

(link to Good to be Me)

Design your own jumper that represents your personality.

Role play/conscience alley – how Rupert/ Gillespie/ the other Huey’s thoughts/feelings

Discuss –why is it ok to be different?   Write their differences in a positive way.

Links to anti-bullying week

What would it be like if we were all the same?

 Bereavement:
 
To support emotions relating to loss There is no lesson plan for this as it needs to be discussed when appropriate. Take the child out independently, read and discuss the Rabbityness book.
Changes (body-puberty):
 
To understand how we all change over time.

Identify and discuss good hygiene practices eg. routines of the day, brushing teeth (linked to science)

Healthy eating (linked to science and teeth)

Body changes (link to science – teeth, healthy eating, digestive system)

To understand how we all change over time

(This is for Y5.  Cover if appropriate for the class)

Children are to learn about the way they grow and change throughout the human life cycle.

SC:
• Are able to define puberty: the changes that occur sometime between 8-17 that turn children into young adults
• Know that puberty happens differently for everyone and begins and ends at different times

How to look after oneself when changes occur

Make sure rules are established before teaching this unit.

Main Activity: • Explain that we will now be looking at the period of time during which our bodies change from children to young adults – this takes a number of years. Ask if anyone knows the scientific word for these changes - puberty. Ask if anyone can spell it. Record this as a title on the whiteboard. Ask if anyone knows at what age puberty happens and encourage a range of responses before telling the class that it can happen at any time between 8-17 years. It starts and ends at different times for everybody. Record this underneath the word puberty. Discuss briefly which are the main parts of the body which change as we grow from a child into an adult and why. Ensure that the class understand that one reason why the changes that happen during puberty are important is because they enable human beings to reproduce (have children) in the future if they want to.

Reading 1: Prepare the class for listening to the two readings. Read Josh’s Story
• Ask the class what they remember from the story, for example: Who is telling the story? Who are the other members of Josh’s family? What puberty changes are mentioned? What advice does Dad give Josh? What is deodorant and why and how should girls and boys use it at puberty? Ensure that the class knows about hormones and what happens when a boy’s voice ‘breaks’
• Reading 2: Ask the children to listen carefully as you read Fran’s Story and in particular to listen out for any puberty changes that are mentioned
• Ask the class what they remember from the story, for example: Who is telling the story? Who are the other members of Fran’s family? Why do they think Fran doesn’t want her little brother to go into the bathroom while she is in the bath? What puberty changes are mentioned? What advice does Mum give Fran at the end of the story?
Challenging stereotypes/Family unit:
 
To recognise we are all different and unique

·          Read the story of My Princess Boy.

·         What do you think the author tried accomplish by writing this book? Why do people laugh at princess boy?

·         Why has the author not put faces to the figures?

·         Create freeze frames to show the different moments in which his feelings are being hurt – discuss how we could have been more accepting in those situations.

·         As a class discuss why we think he might he different – discuss anything that might arise

·         Can identify some of the skills and qualities needed to be a parent and carer

·         Understand the variety of ways in which

·         parents and carers meet the needs of babies and children

·         Can recognise that both men and women can take on these roles and

Responsibilities

·         Mind-mapping different family units.

·         What happens when something goes wrong with one of those families?

·         Read the story Mom and Dad Glue – focusing on his feelings and emotions.

·         Children to write a letter to the main character focusing on how to overcome their negative emotions

Relationships:
 

To recognise and maintain healthy relationships

 

Peer pressure

Friendships

What makes a good friend?  What do you want from a friendship?  How should friends treat you?

Give pupils scenarios to sort into ‘good friend’ and ‘not a good friend’ e.g. gets you into trouble by talking to you on the carpet/ won’t let you play with others/

Guide on how to be a good friend.

Do you recognise when friendships are not working?

 

 

 

Year Five

Objectives
Activities
Individuality/Identity      
 

To know how we are all unique

(link to Good to be Me)

Children should have opportunities to:

know that differences between people are caused by different genes and different environments

know that people’s responses to ideas and events may be determined by age, religion or culture

value cultural background of self and others

know that different people live their lives in different ways and that different cultures may have different life patterns

contrast work in different cultures and at different times

demonstrate and promote tolerance, understanding, respect and acceptance of difference

understand that bullying is an unacceptable response to difference.

Studying data – physical differences, populations, environment.

Current event – seeing it through different points of view, eg: a pop concert, a flood, sporting event – through eyes of teenager, police, parent, grandparent, neighbour, etc. Playmaking.

Personal topic and/or research into different cultures and links with cross-curricular topics.

Developing an equal opportunities policy to be displayed in the classroom and/or school.

Assembly focused on celebration of differences.

Circle time to explore feelings associated with, and perceptions about, bullying and why it happens.
 Bereavement:
 
To support emotions relating to loss There is no lesson plan for this as it needs to be discussed when appropriate. Take the child out independently, read and discuss the Rabbityness book.
Changes (body-puberty):
 
To understand how we all change over time.

To explore the emotional and physical changes occurring in puberty

Ask questions about puberty with confidence

Can identify the physical, emotional and behavioural changes that occur during puberty for both males and females

Understand that puberty is individual and can occur anytime between 8-17

Understand that body changes at puberty are a preparation for sexual maturity

Discuss male and female body parts using agreed words

Challenging stereotypes/Family unit:
 
To recognise we are all different and unique

·          Read the story of My Princess Boy.

·         What do you think the author tried accomplish by writing this book? Why do people laugh at princess boy?

·         Why has the author not put faces to the figures?

·         Create freeze frames to show the different moments in which his feelings are being hurt – discuss how we could have been more accepting in those situations.

·         As a class discuss why we think he might he different – discuss anything that might arise

·         Can identify some of the skills and qualities needed to be a parent and carer

·         Understand the variety of ways in which

·         parents and carers meet the needs of babies and children

·         Can recognise that both men and women can take on these roles and

Responsibilities

·         Mind-mapping different family units.

·         What happens when something goes wrong with one of those families?

·         Read the story Mom and Dad Glue – focusing on his feelings and emotions.

·         Children to write a letter to the main character focusing on how to overcome their negative emotions

Relationships:
 

 

 

Can identify positive qualities and expectations for a variety of relationships

Can explain the similarities and differences between friendships and intimate relationships

Can describe different types of intimate relationship, including marriage

Understand that sex or making love may be one part of an intimate relationship between adults

Cover up the front cover of King and King book and begin to read to the class. Stop half-way through the book and ask the children to predict the ending – are your endings stereotypical?

 

 

Year Six

Objectives
Activities
Individuality/Identity      
 
 

To know how we are all unique

(link to Good to be Me)

talk about their own feelings and reactions

read and express non-verbal messages

recognise that one’s actions have consequences for themselves and others

manage a range of emotions such as excitement, anger, jealousy

develop strategies to avoid conflict in situations, including bullying

negotiate and resolve conflict peacefully

resolving problems and conflicts democratically using discussion

recognise stereotyping in attitudes in the media and the impact of the media in reinforcing equal opportunities

develop a sense of fair play in their dealings with peers and others.

 

Circle time work on feelings, sentence stems, appreciations, complaints and recommendations.

Drama strategies to explore feelings – frozen pictures, body on the wall.

Artwork, looking at artists’ work, music to explore language of feelings and emotions.

Newspaper photographs and pictures as triggers to discuss body language, emotions, conflict situations and consequences.

Exploring different ways of resolving conflict through drama and role play.

Language work through debate and talk on school or wider issues.

School council as model for democracy, voting and compromising.

Use of television, magazine and hoarding advertisements to explore, persuasion, target group and equal opportunities.

Presentation of issues in a range of media.

 Bereavement:
 
To support emotions relating to loss There is no lesson plan for this as it needs to be discussed when appropriate. Take the child out independently, read and discuss the Rabbityness book.
Changes (body-puberty):
 
To understand how we all change over time.

Can describe how babies are made, including the

relationship between sexual intercourse and conception

Can name the male and female sex cells and

reproductive organs

Know the key male and female body parts associated with conception and pregnancy

• Can define conception and understand the importance of

implantation in the womb

• Know what pregnancy is, where it occurs and how long it takes

Challenging stereotypes/Family unit:
 
To recognise we are all different and unique

·          Read the story of My Princess Boy.

·         What do you think the author tried accomplish by writing this book? Why do people laugh at princess boy?

·         Why has the author not put faces to the figures?

·         Create freeze frames to show the different moments in which his feelings are being hurt – discuss how we could have been more accepting in those situations.

·         As a class discuss why we think he might he different – discuss anything that might arise

·         Can identify some of the skills and qualities needed to be a parent and carer

·         Understand the variety of ways in which

·         parents and carers meet the needs of babies and children

·         Can recognise that both men and women can take on these roles and

Responsibilities

·         Mind-mapping different family units.

·         What happens when something goes wrong with one of those families?

·         Read the story Mom and Dad Glue – focusing on his feelings and emotions.

·         Children to write a letter to the main character focusing on how to overcome their negative emotions

Relationships:
 

To recognise and maintain healthy relationships

 

Peer pressure

Friendships

·         think about making new relationships as they get older

·         understand about parenthood

·         know about human sexuality and that it is expressed in different ways, understand what it means and have some words to describe it

·         appreciate different ways of loving and its importance to a range of relationships

·         know ways of coping with difficult emotions, fears and worries

decide who has access to their bodies.

 

·         Identify types of relationships – brainstorm, stories, television programmes.

·         Group work to develop a fact file on parents/carers.

·         Agreeing ground rules.

·         Word bank of vocabulary for relationships, sexuality, and sexual activity, which is agreed as appropriate.

·         Sex education DVDs.

·         School nurse, health visitor, pregnant mother, and/or mother and baby visit.

·         Question box before work and review at end.

·         Comparison of access to bodies at different times, eg: as a baby, a patient, an elderly person, a person with a disability, in friendships, in sexual relationships in the future.*

·         Different sorts of touch – talking about comfortable and uncomfortable feelings.*

·         Circle time to promote
self-esteem and self-worth.