Year 11 Tutor Time Autumn 1

1. Year 11 Tutor TimeAutumn 1 Unit 1 Sex and Relationships

2. Resource ListThese resources are also itemised on the Teacher Guidance Notes front page for each lesson in the powerpoint. A resource pack will be provided to you before the start of the unit. • Projector • Speakers • Internet • Cameras • Post-it notes • A3 paper/sugarpaper • Student quiz x30 • Quiz teacher notes • Relationship Spectrum cards x10 sets • Observational quiz sheets x30 • Agree/Disagree signs • Photos and Stories • Self-evaluation x30 • Course evaluation x30

4. L1 – Teacher Guidance The aim of this lesson is for students to consider their own and others’ personal boundaries and how to respect those. They will also be practicing giving advice to someone who may be experiencing issues related to sexual bullying. Resources needed: post-it notes of two different colours, coloured pens (optional) Starter (10mins) – On one post-it students write the age they think they want to have children and stick it on the board. On a different coloured post-it they write the age they think is the right time to have sex. Class discussion guided by slide 5. Part 2 (15mins) – Students mind map different reasons that people choose to have sex and then share ideas with the class. Explain that although we hear a lot in the newspapers and media about underage sex and pregnancy the majority of young people do not have sex until they are at least 16 (The second National Survey of Sexual Attitudes and Lifestyles (Natsal2000) Read more at http://www.fpa.org.uk/factsheets/teenagers-sexual-health-behaviour#awUFXCtIxZkE8jHv.99.) Explain what the term ‘abstain’ means (in slide). Students look at the statements of each of the characters in slide 6 and write down 3 reasons why they may have decided to abstain from having sex. Part 3 (15mins) – Students divide their page into two. On one side students write down names to describe someone who will not engage in sexual activity e.g. frigid. On other side, write down names to describe someone who readily engages in activity e.g. “slut.” In a different colour, students write down how people would be feeling in each circumstance if they were called that. Discuss using the questions in slide. Part 4 (15mins) – Show students the first 5 minutes of the clip of sexual bullying. As they are watching they make a mind map of the issues and ideas. You can show them an example of a mind map on slide 9. There are examples of some of the ideas students can use in the notes section of slide 8. Discuss the mind maps and what they think about the ideas that they have seen. Reinforce that no matter their opinion, sexual bullying does exist and is unacceptable. Plenary (5mins) – Students imagine that one of the issues in the clip had happened/was happening to a friend of theirs. Write advice to the friend as a quote of what you would actually say.

5. L1 Sexual Behaviour – Decisions and Risks Learning Objectives • Identify reasons why people abstain from sex • Consider other people’s personal boundaries and their reasons for them • Examine the idea of sexual bullying and how it may make people feel • Practice giving advice to someone who is being sexually bullied

6. What is your opinion? On one post it, write the age that you think you want to have children (or the age you think people should have children if you think you don’t want any) On a different coloured post-it, write the age that you think is the right time to have sex for the first time

7. Discussion • Compare answers • Is there a difference between the two columns? Why? • What do the differences depend on? • What are some of the reasons to have sex? Make a mind map of the different reasons

8. For each character, write down 3 reasons why they may have decided to abstain from sex Abstain = not do something I’ve had sex a few times but have decided not to sleep with my current partner I’m fine with kissing and touching but I don’t want to have full sex yet I’ve decided not to have sex until I’m married

9. It’s all in what you say… • Draw a table with two columns. • Write as many words in each column as you can • Choose one from each side and explain how someone would feel if they were called that • How many are there on each side? Why? • How many are used for girls? Boys? Why? • Are they positive or negative?

10. Sexual Bullying • What is ‘sexual bullying’? • Watch the clip • While you are watching… • create a mind map that shows what is said in the clip about sexual bullying • [a mind map will show the main themes and key words or ideas that are linked to that. Look a the example on the next slide…]

11. An example mind map…

12. Plenary • Choose one of the issues that came up in the video and imagine that a friend of yours came to you saying that this had happened to them. • Write what advice you would give them • Write it in quotation marks as something that you would actually say

13. L2 – Teacher Guidance The aim of this lesson is for students to understand the law and their rights relating to sex. This necessitates an understanding of the legal definitions of rape and sexual assault. This lesson is taught to enable young people to understand what rape and sexual assault is and what to do if they believe they have been raped or have been accused of being raped. Some members of the class may have been affected by some of the issues being discussed and so it is necessary to signpost help and look out for any signs that students may need help. Resources needed: student quiz, teacher notes Starter (10mins) – Students watch the clip and write down/discuss their first impressions. How does it relate to the previous lesson. What might this lesson be about? As students to try to define the terms “rape” and “sexual assault”. Hands down feedback and then show actual definitions. Part 2 (15mins) – Read through the scenarios. For each part discuss with students whether they think that there was a reasonable belief in consent. It will help if you have read the teacher notes that go through the answers to the quiz and also have information on what the courts have said about this and guidance for how to answer each of the scenarios. Part 3 (10mins) – As a class, discuss the thinking points on drunken consent. Again, make sure that you consult the teacher notes. There is a section at the end giving guidance on how to respond to these. Allow students to discuss with their own views first, before telling them what the fact would be. REMEMBER – this is about legality and what the courts would most likely say given precedent and the law. Part 4 (15mins) – Give students a quiz sheet each. Students complete the quiz and then go through the answers as a class. Guidance to answering the questions is on the teacher notes. Plenary (10mins) – recap what to do if you think you’ve been raped or if you’ve been accused of rape. Students write down what they have learnt during the lesson.

14. Watch the clip – what is your first impression?

15. L2 Consent – sex and the law Learning Objectives • Understand the law relating to consensual sex and relationships • Know how to ascertain and respect others’ rights to agree or withhold consent to engage in different degrees of sexual activity • Know what to do or where to go for help

16. Have a go at defining the terms “rape” and “sexual assault”. It’s harder than you think!!

17. Rape • Penile penetration • of the vagina, anus or mouth • without consent • without a reasonable belief in consent

18. Sexual Assault • Intentionally touching another person • sexually • without that person’s consent • without a reasonable belief in consent

19. So what is this reasonable belief in consent? • Read through the following scenarios • Discuss whether or not there is reasonable belief in consent • What do you think a court would say? Why?

20. Sarah meets Tim in a bar lets him buy her drinks all night. Does Tim have a reasonable belief that she consents to having sex with him? Sarah went back to Tim’s house with him. Does Tim have a reasonable belief that she consents to having sex with him?

21. Sarah started kissing Tim and let him touch her breast and put his hand up her skirt. Does Tim have a reasonable belief that she consents to having sex with him?

22. Sarah started having sex with Tim but then changed her mind and told him to stop. Tim refused to stop until he was finished. Does Tim have a reasonable belief that she consents to having sex with him? Is this rape?

23. Tomiwa and her husband Kevin have been married for a year. They have had consensual sex lots of times… Tomiwa was tired and really didn’t want to have sex so said no. Kevin made her have sex anyway. One night, Kevin came home drunk when Tomiwa was asleep. He didn’t think she’d mind so started having sex with her while she was asleep.

24. Drunken Consent – Thinking points… • Does a man have a reasonable belief in consent if… • They are both drunk and she says yes. • They are both drunk and she says no. • She is very drunk but says yes, he is sober and knows how drunk she is. • She is so drunk that she is slurring her words. • She is so drunk that she passes out.

25. Quiz • Answer each of the questions in the multiple choice quiz. • When you have finished you will discuss the answers as a class

26. What happens if you think you have been raped? • Tell the police • Contact THE HAVENS (Camberwell, Paddington, Whitechapel) • Call Childline • Tell a parent/teacher/friend

27. What if you have been accused of rape? • Tell the truth • Did she consent? • Can you honestly say you had a reasonable belief that she was not consenting? If yes – you’ve got nothing to worry about.

28. Plenary Girls/Boys – What have you learnt about protecting yourself from rape? Boys – What have you learnt about protecting yourself from being accused of rape?

29. L3 – Teacher Guidance The aim of this lesson is for students to consider healthy and unhealthy relationships and links to self-esteem. Students should be able to feel that they understand what an unhealthy relationship looks like and how to get out of it if necessary. Resources needed: Internet access, sound, Relationship spectrum cards, (if you want the resources for the alternative activities please email Michelle Springer) Starter (5mins) –Show slide one and ask students to decide which of the statements is most important to them. Students write it in their books with a reason why. Get some definitions of self-esteem. Discuss how these things relate to relationships. Part 2 (15mins) –Students to sort the cards in to three groups, Healthy Relationship, Unhealthy Relationship and Abusive Relationship. Need to explain to young people that it would be unrealistic to expect any relationship to fit completely into the Healthy relationship group. One would expect mostly healthy aspects with some unhealthy aspects from time to time. The key is for young people to recognise the unhealthy aspects and address them to ensure that the relationship does not move into a totally unhealthy or abusive relationship. Part 3 (35mins) – In small groups students choose one or more of the relationship issues on slide 32. They then make a TV show where there is a panel discussing this issue. The panel should consist of experts in the field, ex-victims or perpetrators, etc. Students will debate whether the issue is a sign of an unhealthy or abusive relationship and then what the person involved in the issue should do. The should follow a ‘feel, think, do’ format (eg. How do people/does the victim feel about this issue, what do people think about this issue, what should the victim do about this issue) and they should write notes in their books. Have as many groups perform their panel debate as possible, covering as many of the issues as possible. Reinforce that students must give advice on how to handle the situation. Plenary (5mins) –Select random students to finish the sentences “one way to be a bad partner is…” and “one way to be a good partner is….”. Alternate between each.

30. Starter: choose the one that you think is most important and write it in your book with a reason why.What is self-esteem?What do these things have to do with relationships?

31. L3 Can you be skilled at Relationships? Learning Objectives • Consider issues of confidence and self-esteem and how they relate to relationships • Identify elements of healthy and unhealthy relationships • Practice skills of negotiation and refusal

32. Healthy, Unhealthy or Abusive • You have a range of cards with different relationship aspects on them. • In pairs, sort the card in to three groups, Healthy Relationship, Unhealthy Relationship and Abusive Relationship. • Discuss with the pair sitting closest to you. • Did you have the same ideas? What was different? • How would having positive or high self-esteem affect these things?

33. What would you do? • In small groups you will choose one or more of the following relationship issues • Your group will need to prepare a TV panel show where these issues are discussed • Think of; • The people who would be on your panel • How the victim will explain their issue/how they feel about the issue • What the panellists think about the issue and why their opinions might be different (eg. A psychologist might think differently to a parent) • What advice should be given to the victim/other people in this situation • You have 20mins to prepare and then each group will perform their show

34. Relationship Issues • I get very jealous if they talk to anyone else. • They try to boss me around. • They keep getting angry with me. • They never let me pay when we go out. • They ignore me when their friends are around. • I am so clingy • They never say anything nice about me. • I don’t know how to say no. • They keep putting me down. • They check up on me when I am out with my friends. • It does not feel right but I can’t end it. • They put pressure on me to do things that I don’t want to do.

35. Plenary • Think of a way to finish the following sentences; • One way to be a bad partner is… • One way to be a good partner is…. • Your teacher will be selecting random students to give their sentence • It could be either sentence so make sure you have a response for both

36. L4 – Teacher Guidance The aim of this lesson is for students to understand that family planning is about more than just deciding if and when to have a baby. They should recognise that there are many things to consider. They will also consider good parenting skills and what it takes to be a good parent. Resources needed: clip “Bringing Up a Baby”, speakers, projector, agree/disagree signs, quiz questions and answers, A4 paper (optional) Starter (5mins) – Making links. Students look at the pictures on the slide and try to come up with something that links them all. Teacher to elicit issues of family planning. Ideas for discussion in the notes section of the starter slide Part 2 (10mins) – this is to recap what students know about contraception. They have 3 minutes to do the 3 tasks on slide 37. At the end of this time ask a random selection of students to share what they have written. If no one reached the final task then discuss as a class. Part 3 (15mins) – Put up an AGREE sign on one side of the classroom and a DISAGREE sign on the other. Students stand up and, as the teacher reads each of the statements from the powerpoint, they move to the side of the room that most describes their opinion about the statement. The middle of the room is unsure. After each movement get one or two students to explain why they have moved to that position. Do as many as you can in 15minutes – it’s not necessary to do all of them. Move on to the next task when the time is up. Part 4 (20mins) – Watch video “Bringing Up a Baby” and complete observational quiz (video is approx 13” long). Discuss what students saw in the video and what parental skills were shown. Are there other parental skills that weren’t shown in the video? Plenary (10mins) – In books or on A4 paper students write their ‘Top 10 Tips for Being a Good Parent’. Ask for students to share one tip as they are dismissed.

37. L4 Family Planning Learning Objectives • Revisit contraception types and why people use contraception • Consider what makes a good parent • Explore how much support a baby needs from its parents and carers • Evaluate the strains that having a baby can place on a relationship • Reflect on the question; why do you need to plan for your family?

38. What do the following pictures have in common?

39. Contraception Revised • You have 3 minutes to complete the following activities; • Name 3 kinds of contraception • For each one state; • Who uses it • How effective it is • Whether it prevents pregnancy, STIs or both • Where can you get it from • Explain what contraception is and how it links to family planning

40. Parents – Values discussion • On one side of the room is the word AGREE and on the other side is the word DISAGREE • After reading each of the following statements, move to the side of the room that most describes your feelings about that statement. • If you’re unsure then stand in the middle of the room • Be prepared to give reasons for your answer • After you have heard other people’s reasons you should feel free to move if you have been convinced by their argument.

41. 1. Having ababy makesa relationshipstronger.

42. 2. Men aremore likelythan women tohave childrenby a numberof differentpartners.

43. 3. Mothersare moreimportant toyoung babiesthan fathers.

44. 4. It’s so easybeing a singleparent.

45. 5. Parentingcomesnaturally toeveryone.

46. 6. Fathers havethe same legalrights asmothers.

47. 7. Teenagers aren’temotionallymature enough tobecomegoodparents.

48. 8. Babies ofteenage parentswho don’t havethe support oftheir familyshould be putinto care.

49. 9. Parents are achild’s mostimportant rolemodel.

50. How did the task feel to carry out?Which were most contentious issues?Why do you think that is?What does it mean that we can’t agree on these things?