Teaching Sexual Health
Sexual risk
Activities within this learning activity sequence have been adapted from the Talking Sexual Health teaching and learning resource for secondary schools. This learning activity sequence aims to develop student understanding about risk taking behaviour in relation to sexual health. Students investigate the consequences of risk taking behaviour on a young person's sexual health. This learning activity sequence also investigates the influence of alcohol and drugs on decision making in relation to sexual activity.
Teacher note: Sexual health education can be a controversial issue in schools. According to the NSW Department of Education and Training's Controversial Issues in Schools policy, it is essential to maintain communication between the school and the parents in relation to the school’s
educational program, in particular the PDHPE program. Informing parents of the content of the PDHPE program before beginning the program allows parents to exercise their rights of withdrawing their child from a particular session or sessions on certain controversial issues. In this regard, a parent’s wish must be respected.
For more information view the Controversial Issues in Schools policy and Implementation Procedures.
Stage 4 Learning activity sequence
Central concepts – What do we want the students to learn? We want students to know:
the consequences of risk taking behaviour in relation to sexual activity
the effect alcohol or drugs can have on decision making in relation to sexual activity
the range of sexual practices that place people at risk of contracting a STI and those that are safe and safer
behaviours and attitudes which place young people at risk of BBVs
behaviours and strategies that assist in preventing STIs, BBVs and HIV/AIDS
Why does this learning matter?
Young people are at a high risk of sexually transmissible infections due to partner change and sexual experimentation.
Young people exhibit behaviours which place them at high risk of blood borne viruses such as tattooing and piercing.
Alcohol and drug use increases risk taking behaviour.
Young people are at more risk of being involved in sexual activity under the influence of alcohol and drugs, therefore the link between drug use and sexual activity should be explored.
Outcomes
4.6 describes the nature of health and analyses how health issues may impact on young people.
Students learn about:
sexual health
sexually transmitted infections, blood-borne viruses and HIV/AIDS
Students learn to:
identify behaviours that assist in preventing STIs, BBVs and HIV/AIDS and explore the interrelationship with drug use
4.7 identifies the consequences of risk behaviours and describes strategies to minimise harm.
exploring risk
positive and negative risk
settings or circumstances in which risk-taking occurs
factors influencing risk-taking
outcomes of risk behaviour
explore the concept of risk by investigating the following:
what is a reasonable degree of risk?
why do people take risks?
influence of gender on risk behaviour
debate the positive and negative outcomes of engaging in risk behaviours
4.12 assesses risk and social influences and reflects on personal experience to make informed decisions
Orientation
Evidence of learning
Students’ can:
identify risk taking behaviours
identify the consequences of risk taking behaviour on young people (positive and negative)
explain the effect of alcohol and drugs on decision making in relation to sexual activity
propose strategies that assist in the prevention of STIs including HIV/AIDS and BBVs
Creating a safe environment
It is recommended that staff use a question box to allow for students to ask difficult questions anonymously through the unit. The
question box provides staff with information on student prior and post knowledge by assessing the questions which arise through the question box. Students should be provided with a piece of paper at the beginning of each lesson which they can write their question on and submit. All students should submit a piece of paper, even if it is blank to ensure anonymity.
Teacher note: This unit of work assumes that students have some understanding of: sexual behaviours
STIs and BBVs
the short term effects of alcohol the decision making process
Sample activities
1. Introduce the unit and develop a supportive environment within your classroom. For ideas on how to create a supportive environment access the Curriculum Support Teaching Sexual Health website.
http://www.curriculumsupport.education.nsw.gov.au/sexual_health/t_learn/creatingsupportiveenvironment.htm
As a class, brainstorm some clear ground rules which will be in place during the unit. For example, always support each other, respect other’s cultural traditions, beliefs, values and languages, everyone has the right not to offer an opinion. Record the ground rules and display them in the classroom.
2. As a class, discuss what influences young people when they make decisions. Example responses include their values, beliefs, culture, family and peer influence. Emphasise how decision making styles will vary for each individual. However, there are some common elements which influence our decisions throughout life. These include our personal beliefs, the positive and negative outcomes of the decision and the physical, emotional and social consequences.
3. In groups, students use graffiti sheets to brainstorm a list of questions young people should consider when making decisions relating to sexual activity. It is important to emphasise the consequences and responsibilities associated with engaging in sexual activity. Some questions may include: how do I feel about this decision? Am I emotionally, mentally and physically ready? Am I feeling pressured? How will this affect my relationship with others? Do I trust my partner? How will I protect myself from STIs and pregnancy? Will my values and beliefs be affected by this decision? What are the risks and consequences of this decision?
decision when they feel ready.
4. Students examine the safety of a range of sexual practices using the activity How safe is that from the Talking Sexual Health resource
http://www.curriculumsupport.education.nsw.gov.au/sexual_health/assets/pdfs/howsafe.pdf.
How safe is that -
In groups of 5 to 6, students brainstorm and record as many sexual activities or behaviours as they can. Encourage students to think broadly in terms of sexual activity from activities such as eye contact to types of penetrative sex. Depending on the nature of the group, it may be more appropriate to use the suggestions in the Smart Notebook activity as the starting point rather than having students generate a list.
Use the list available in the Smart Notebook activity as a base for the remaining activities and add any extra sexual behaviours the class has brainstormed to the list. Reveal the activities and behaviours listed and explain each to ensure all students have a common understanding of each term.
Students are allocated a sexual activity from the list. This can be done by providing each group with a set of cards and having students place those cards into three areas - safe, unsafe or unsure. Alternatively have students use the interactive whiteboard (IWB) to drag the sexual behaviour to where they consider it best fits - safe, unsafe or unsure.
As a class, discuss the positioning of each sexual behaviour. Ensure that students are familiar with the risks associated with each sexual behaviour and debunk any myths which may arise.
5. Students brainstorm the risks and consequences (physical, mental, emotional and social) associated with engaging in sexual activity. Examples should include feeling closer to your partner, STIs, BBVs, pregnancy, regret, reputation, emotional aspects, guilt and rumours.
6. Students discuss how alcohol affects decision making? Discuss the link between use of alcohol and the increased risk of young people making decisions they regret. Alcohol and drug use can result in young people being less likely to practice safer sex and more at risk of sexual assault.
7. STIs speed dating activity
Students work in groups of 8. Each student is allocated one of the following STIs/BBVs: chlamydia, gonorrhoea, hepatitis B,
Smart Notebook
activity
syphilis, herpes simplex virus, human papilloma virus (HPV), HIV and hepatitis C. Use the Kiss fact sheets from the activity How much do you know from Talking Sexual Health resource to create a summary of the STI or BBV.
What is it? Is it a BBV or STI or both?
Are there any signs or symptoms?
What puts young people at risk?
What are the short-term and long-term consequences?
Is there treatment available?
Students form 2 circles, one inside the other with the students facing each other. Each student discusses their STI or BBV with the student facing them. After a set time, students move to a new position to discuss a different STI/BBV. Repeat until all STIs and BBVs have been covered.
Conclude this activity with the following questions.
Did your knowledge about STIs and BBVs improve?
What is the difference between a BBV and a STI?
Do all STIs or BBVs have symptoms?
What behaviours will minimise the risk of contracting a STI?
What behaviours will minimise the risk of contracting a BBV? 8. As a class, revise the meaning of risk and risk taking behaviour.
Brainstorm some examples of risk taking behaviour, e.g. sky diving, underage drinking. Students are allocated one risk taking behaviour from the brainstormed list. Students move to a designated area of the room - very risky, low risk, no risk. In pairs, students justify their position and identify the risk associated with that behaviour.
As a class, discuss which risk taking behaviours are considered to have no risk. Is there any factor which could increase the risk of this behaviour?
Repeat the discussion in relation to behaviours which are considered low risk and very risky. What strategies could be introduced to reduce the risk associated with that behaviour?
Brainstorm why people take risks? Does a person's age and gender influence the risk behaviour? For example, males more likely to play contact sports with high risk of injury.
9. Impact of risk taking behaviour on emotional and social health
Brainstorm the emotions and thoughts a young person would experience before and after engaging in sexual activity.
What impact would engaging in sexual activity have on the social health and relationships of a young person? Consider both the positive and negative impacts.
Do you think being sexually active affects the emotional health of males and females differently? Explain your answer.
Do you think sexual behaviour is viewed differently for males and females? Explain your answer using examples.
10. Impact of other risk taking sexual behaviour
Students explore the Kids Helpline website information on sexting [http://www.kidshelp.com.au/teens/get-info/hot-topics/sexting.php]. Answer the following questions.
What is sexting?
What are the consequences of sexting for young people?
How might a young person feel if they received an unwanted text? What should they do to avoid any further consequences?
11. Reducing the risk
In groups of 4, students identify behaviours that assist in preventing STIs, BBVs and HIV/AIDS. Examples could include not engaging in sexual activity, safe sex practices, using condoms, know your partner, getting tested for STIs before engaging in any sexual activity with a new partner, don't share tooth brushes, don't share needles, use reliable tattoo and piercing services, use sterile equipment, wearing gloves when dealing with other peoples blood (e.g. first aid, giving blood). Share responses to develop a class list.
12. Exploring risk
For each risk scenario, students determine whether it is a risk worth taking. Students use a line continuum to rank the scenarios as a risk worth taking or a risk not worth taking. Students should be encouraged to consider the degree of risk involved in each
scenario and the consequences of engaging in the risk behaviour before positioning the scenario on their continuum.
Worth taking the risk Not worth taking the risk Scenarios include:
Kids helpline website
Healthy body art brochure
Smart Notebook
Telling someone you are attracted to them
Scalping/selling a ticket for a sold out concert outside the venue for double the price
Having a friend pierce your ear in the school toilets
Spending your last $10 on a bet at the races
Copying your friends answers in the end of year exam
Driving to a friend's party without a license
Telling a friend a revealing photo has been text to the whole class
Having a party while your parents are away
Having sexual intercourse with your partner without a condom
Sending a photo of yourself naked to a long term partner
Trying out for a school sports team e.g. basketball or auditioning for a part in school performance
Publishing photos of yourself drunk on your MySpace/ Facebook page
Students compare their rankings with a partner. Students reflect on the influences on decision making and risk taking behaviour by answering these questions.
Did anyone in the class rank the scenarios the same as you?
Give reasons why people rank things differently.
Do you think your rankings would have been different if you were the opposite sex? Why/ Why not?
Looking at your list are you more influenced by external factors (e.g. what others will think of you, consequences), or by internal factors (e.g. desire for adrenaline rush, morals)?
What have you learnt from this activity?
Establish a class blog to allow for sharing of ideas, such as blogED. Pose the question what makes a risk worth taking? Students respond on the class blog to develop a list of criteria for what makes a risk worth taking.
