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 4-02a
- 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 4-03a
- 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 4-04a
- 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 4-05a
- I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss. HWB 4-07a
- 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 4-08a
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 4-10a
Responsibility of All Physical Wellbeing
- I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health. HWB 4-15a
- I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible. HWB 4-16a
- I know and can demonstrate how to keep myself and others safe and how to respond in a range of emergency situations. HWB 4-17a
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 4-44a
- I understand and can demonstrate the qualities and skills required to sustain different types of relationships. HWB 4-44b
- 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 4-44c
- I recognise that power can exist within relationships and can be used positively as well as negatively. HWB 4-45a
- 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 4-45b
- I reflect on how my attitudes, beliefs, values and morality can influence my decisions about friendships, relationships and sexual behaviour. HWB 4-46a
- I know that popular culture, the media and peer pressure can influence how I feel about myself and the impact this may have on my actions. HWB 4-46b
- I am developing skills for making decisions about my relationships and sexual behaviour. I am able to apply these to situations that may be challenging or difficult. HWB 4-46c
- I understand my own body’s uniqueness, my developing sexuality, and that of others. HWB 4-47a
- 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 4-48a
Benchmarks: Justifies why commitment, trust and respect are central to being cared for and caring for others.
Explains the importance of shared values and goals in sustaining a loving and sexual relationships, for example, mutual respect, agreement on sex.
Distinguishes between a balance of power and abuse of power in relationships, for example, respect, trust, coercion, consent.
Explains how positive and negative body image can affect health, self-worth and behaviour, for example, self-reliance, beauty industry expectations, body building.
Evaluates how the media, including social media and pornography impact on physical and mental health.
Understands and respects diversity in sexuality, for example, sexual orientation and gender identity.
Understands the rights and responsibilities required for safe and enjoyable sex.
Explains how to access both local and national information, guidance and help
Suggested Learning Intentions
- To learn about consent in relationships.
- To develop understanding of consent in different situations.
- To investigate sexual rights, equality and sexual harassment.
Suggested Success Criteria (I can...)
- I can explain what consent means in a relationship.
- I can discuss sexual rights, human sexuality, equality and sexual harassment.
- I can identify situations/contexts in relationships where consent requires discussion.
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.
- What do we know?
What do learners already know about consent (from earlier topics? Consent, Human sexuality & sexual rights). What issues does consent raise for these young people? What do they want to know?
RSHP Resource Link – Part 1 What consent means in a relationship
RSHP Resource Link – Part 1 Human sexuality & sexual rights
- What do we need to know?
RSHP Resource Link – Consent and the law
RSHP Resource Link – Human sexuality & sexual rights – Claiming our sexual rights
RSHP Resource Link – Feminism & Sexual harassment Part 1 Equality & Feminism
RSHP Resource Link – Feminism & Sexual harassment Part 2 Sexual harassment
- What’s happening here / locally? / What could we do next?
Learners could discuss/explore/examine:
What local issues do we have about consent in relationships?
What other aspects/areas related to consent do we want to find out about?
Where are local support networks?
What would you do if you felt there was a problem relating to consent?
Child sexual exploitation leaflet parents
Child sexual exploitation leaflet
Child sexual exploitation practitioners leaflet
Child sexual exploitation young people leaflet
Suggested SHANARRI Indicators
Suggested UNCRC Articles
Suggested NPF Outcome
- NPF 2.5
NHS Lanarkshire Library Resources
Here are some examples of resources that can be ordered via NHS Lanarkshire Library Resource to support your delivery of this topic:
- The A-Z of Love and Sex (DVD)
- NHS Lanarkshire BBV & Sexual Health Training & Education Manager – email: Jude.Irwin@lanarkshire.scot.nhs.uk
- Sexual health website www.lanarkshiresexualhealth.org
- C Card and apps https://www.lanarkshiresexualhealth.org/apps/
- Online ACEs course - https://www.acesonlinelearning.com/
- HSBC National Report
- RSHP Flash Report
- RSHP resource https://rshp.scot
- TIE resources https://www.tiecampaign.co.uk/resources
- Children’s Rights www.unicef.org.uk/rrsa
- RRSA & ASN https://www.unicef.org.uk/rights-respecting-schools/resources/teaching-resources/special-schools-convention/
- Convention on Rights of Persons with Disabilities (CRPD) https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/the-convention-in-brief.html
- Children & Young People’s Commissioner Scotland www.cypcs.org.uk
- Children in Scotland https://childreninscotland.org.uk/
- ASDAN - https://www.asdan.org.uk/courses
- SQA - Wellbeing Award SCQF levels 3 to 5 https://www.sqa.org.uk/sqa/63094.html