Focus groups of teachers and students were used during the development phase. Teachers wanted the characters to look like cartoon characters rather than look like real children. They believed that this would make it easier for them to discuss safeguarding and puberty issues by referring to a cartoon character.
Evidence states that Sex and Relationships Education should be taught in an interactive manner, using various teaching strategies and technology in order to enhance students’ learning experiences and communication skills (WHO 2010).
Each mat is 110 cm x 900 cm
The resources will be sent by parcel post or courier.
An useful feature is the Teach Health 4 Kids ™ resource bag to hold all the resources together, ready for the next time!
Delivering Sex and Relationships Education within a cultural context is an important aspect in enabling children and young people to relate to their own identity and cultural values (WHO, 2002).
Evidence states that school communities should consider the cultural and ethnic diversity of its population and make appropriate provisions for inclusion for the diverse background of students in the 21st century within the UK.
These resources have been developed to accommodate schools’ increasingly diverse population. They will enable students to relate to the characters within the resource. This factor will also help contribute towards schools’ Equality Plans in that they will relate to the ethnic and cultural background of students.
It is recommended that you choose the ethnicity that best coincide with the ethnic diversity of students within your school.
Asian, African, Caucasian and Hispanic.
The ethnic groups of the characters within the resources are a representation of the main human race throughout the world: -
- The Asian mats represent countries within the Asian continent
- The African mats represent countries within the African Continent
- The Caucasian – countries within Europe
- Hispanic – Latin America, Spanish, Hispanic Americans, Latin America, Spanish
Yes, other ethnicities are available for multiple orders.
The interactive cards with text used by students are available in various other languages for multiple orders:
Polish, Russian, French, Spanish, Italian, Portuguese, German & Welsh.
The cards would need to be laser or die cut. This process is extremely expensive and would have added over £100 on the price of the resources. In order to keep the cost down we decided that schools could cut the cards themselves as a one off task in order for the resources to be more affordable for schools.
The lesson plans have been created to include literacy, emotional literacy and numeracy skills.
Evidence suggests that students should be actively involved in their learning experience. They should be actively involved in discussions and partake in activities in order to discuss attitudes, values and beliefs of others.
Circle Time is seen as the most suitable teaching strategy for exploring and discussing various topics within an open and structured manner.
Circle time if undertaken in the correct manner provides a safe, inclusive and interactive format for discussion. It enables every child to be involved in the discussions. It also provides techniques for exploring sensitive issues safely.
Circle time develops listening, speaking, concentration, thinking and observation skills. It promotes oral communication skills and it promotes social skills in a fun interactive way.
It is very rare that a child will disclose abuse openly within Circle Time. If Circle Time is undertaken effectively and controlled the teacher should be cautious of any disclosures. However, if a child says anything that might lead to disclosure the teacher/member of staff should stop the child from continuing to disclose and say that they will discuss this after the lesson on a one to one basis. It is important that the child has an opportunity to continue what he/she was going to disclose. The member of staff should always follow the schools’ Safeguarding procedures.
If disclosures are made this should be seen as a positive outcome of the lesson in that Safeguarding processes will be put in place to protect the child.
It will become compulsory from September 2019.
Children are constantly inquisitive about their bodies and those of others and how they work. Children aged 5 years have a basic concept of emotions, relationships and gender differences (Goldman 2008). Individuals use a wide range of sexual terminology to describe body parts ranging from slang, family terms, colloquial terms, swear words, puns and clinical terms. The terminology used within the home environment is often different to that used in schools (Goldman 2008). There are also variations relating to body privacy and appropriate and inappropriate touching within cultures. Sex and Relationships Education should therefore facilitate discussions relating to these issues so as to ensure schools are safe environments where students are able to express themselves without prejudice or humiliation and are free from fear of any negative implications (Kirby and Laris, 2009).
Sex and Relationships Education is defined as ‘learning about sexuality, emotions, relationships, sexual health and about ourselves. It should be an integral part of the lifelong learning process’ FPA (2009). Sex and Relationships Education should provide children and young people with appropriate emotional context and terminology for discussing their body and sexual matters. Sex and Relationships Education may help to support students to make informed decisions regarding their sexual wellbeing (UK Youth Parliament 2007).
School based Sex and Relationships Education should be a graduated, holistic, culturally relevant, age-appropriate and ‘development-appropriate’ programme of study, which emphasises the social and emotional aspects of relationships (WHO 2010, UNESCO 2009).
Sex and Relationships Education for children age 3 to 7 years should focus on personal safety as regards to distinguishing between appropriate and inappropriate touching, understanding the biological terms for the genitals, recognising gender differences, developing self-esteem, encouraging students to value themselves, understand and communicate their feelings and forming friendships and relationships (WHO 2010).
Sex and Relationships Education for students’ age 7 to 11 years should enable students to understand the reasons for the physical and emotional changes that occur during puberty as well as learning about conception, pregnancy and birth. They should also understand the range of their own and others’ feelings and emotions and understand the importance of personal safety and what to do when feeling unsafe (WHO 2010).
Evidence reveals that some parents are reluctant to discuss sexual matters themselves with their children due to awkwardness, apprehension and cultural beliefs and norms and some parents have strong views and concerns regarding school based Sex and Relationships Education. However, these concerns are often based on misperceptions of Sex and Relationships Education (WHO 2010). A recent parental survey undertaken by the National Association of Head Teachers (2013) revealed a desire for Sex and Relationships Education to be made compulsory. Parents within the survey believed Sex and Relationships Education should include education about issues relating to pornography, unrealistic sexual expectations, exploration of distorted views relating to relationships as well as discussion about other difficult issues children and young people may encounter. Within the survey, parents expressed their willingness to take an active role in teaching their children about sex and relationships.
Sexualisation within the media and the easy accessibility of sexual explicit material can have an influence on children and young people’s behaviour attitudes and values. It is believed that these influences may impact on a young person’s behaviour and in some instances affect their decision making skills (Lemos 2009).
Train the Trainers courses are available on request with fees depending on the number of delegates.