Suggested Experiences & Outcomes

Responsibility of All Mental & Emotional Wellbeing

  • I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing them. HWB 3-02a
  • I understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances. HWB 3-03a
  • I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave. HWB 3-04a
  • I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others. HWB 3-05a
  • I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss. HWB 3-07a
  • I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support. HWB 3-08a

Responsibility of All Social Wellbeing

  • I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all. HWB 3-10a

Responsibility of All Physical Wellbeing

  • I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible. HWB 3-16a
  • I know and can demonstrate how to keep myself and others safe and how to respond in a range of emergency situations. HWB 3-17a

Responsibility of All Health & Wellbeing Relationships, Sexual Health and Parenthood

  • I understand the importance of being cared for and caring for others in relationships, and can explain why. HWB 3-44a
  • I understand and can demonstrate the qualities and skills required to sustain different types of relationships. HWB 3-44b
  • I understand and can explain the importance of, and need for, commitment, trust and respect in loving and sexual relationships. I understand the different contexts of such relationships including marriage. HWB 3-44c
  • I recognise that power can exist within relationships and can be used positively as well as negatively. HWB 3-45a
  • I am aware of the need to respect personal space and boundaries and can recognise and respond appropriately to verbal and non-verbal communication. HWB 3-45b
  • I reflect on how my attitudes, beliefs, values and morality can influence my decisions about friendships, relationships and sexual behaviour. HWB 3-46a
  • I understand my own body’s uniqueness, my developing sexuality, and that of others. HWB 3-47a
  • I know how to access services, information and support if my sexual health and wellbeing is at risk. I am aware of my rights in relation to sexual health including my right to confidentiality, and my responsibilities, including those under the law. HWB 3-48a
  • I know how to manage situations concerning my sexual health and wellbeing and am learning to understand what is appropriate sexual behaviour. HWB 3-49a
  • I know where to get support and help with situations involving abuse and I understand that there are laws which protect me from different kinds of abuse. HWB 3-49b

Benchmarks: Explains why commitment, trust and respect are central to being cared for and caring for others.

Demonstrates respect and understanding of the diversity of loving and sexual relationships, for example, LGBTI relationships, marriage, living together, co-parenting.

Explains the impact an imbalance of power can have on relationships, including sexual relationships, for example, consent, coercion, responsibility for actions and decisions.

Describes how positive and negative feelings about body image can affect health, self-worth and behaviour, for example, confidence, self-harm, eating disorders. Recognises the impact of puberty and developing sexuality.

Identifies negotiation skills required to have safe and enjoyable sex, for example, knowing when the time is right, mutual responsibility to prevent unintended pregnancy, use of contraceptives, confidence  to refuse unwanted sexual contact.

Identifies how to take action in a situation involving abusive or inappropriate sexual behaviour, for example, ending unhealthy relationships, local support, police.

Suggested Learning Intentions

  • To learn about sexuality, sexual orientation and gender.
  • To develop understanding of the broad differences in sexuality, sexual orientation and gender.
  • To investigate how differences in sexuality, sexual orientation and gender can impact on our wellbeing.

Suggested Success Criteria (I can...)

  • I can explain a broad range of differences in sexuality and gender.
  • I can discuss the impact differences in sexuality and gender can have on wellbeing.
  • I can identify ways in which to address and support issues related to sexuality and gender.

Suggested Learning Experiences

These suggested activities/tasks are for group work within a classroom. Please select activities/tasks that are most relevant to the needs of your learners and school community. Please use your professional judgement as to how best to deliver these types of activities/tasks/content with your learners and which other staff may also be able to provide support/differentiation to meet their needs.

  1. What do we know?
    What do we already know about LGBTI/Gender stereotypes? (May be links with work from S1/primary school – RSHP Resource Part 1 – Boys, Girls & Stereotypes  Part 2 – More about gender)
  2. What do we need to know?
    RSHP Resource Link – Part 1 Human sexuality & sexual rights
    RSHP Resource Link – LGB equality
    Mind – Information on LGBTIQ and mental wellbeing
    You Alright? – Information on LGBTI sexuality
    Stigma Free Lanarkshire resources may be useful in these discussions: https://www.lanarkshirelinks.org.uk/young-people-and-stigma/
    Young People and Mental Health Stigma
    Stigma Free Lanarkshire Language Poster
    Signposting Young People
    Curriculum Inclusion – LGBT Mapping Across Curriculum for Excellence
  3. What’s happening here / locally? / What could we do next?
    Learners could discuss/explore/examine:
    What local issues do we have relating to LGBTI/Gender stereotypes?
    What can we do?
    What organisations/charities are available locally/nationally to provide support for young people and their families?
    What could we do to provide more support in/out with school?