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A Spiral Approach to


									                                        SRE NURSERY
Learning Objectives                     Activities

To manage the toilet independently           Introduce Ted the bear to the children. Ted whispers that he needs the toilet.
and learn about the importance of             Teacher and children help Ted through the procedure, explaining how and why to
hand washing.                                 keep clean.

To encourage boys to recognise a             Encourage boys to play with the toy baby in the home corner. Use scenarios such
male role in caring for babies.               as ‘Mum is on late shift at Asda’s and Dad has to put baby to bed’.

To develop a positive attitudes to           Read ‘Do you need your potty?’ by Nicola Baxter. Discuss who uses a potty and
body parts                                    why. Reflect on how children have grown and no longer need one.

To recognise that there are different        In circle time tell the children that you have been shopping for some clothes for the
stages in life.                               family. Show the children one article at a time. Can they say which family member
                                              it’s for? Sequence clothes, e.g. baby, toddler, child, teenager, Dad, grandma.
To reflect on and appreciate                 Read ‘Counting Kisses’ by Karen Katz. Talk about feelings when mummy kisses
appropriate physical contact in               goodnight
To learn to play co-operatively and          Play Hide and Seek in pairs. Hold hands throughout the game. Encourage children
with a partner.                               to plan together where to hide.                                                                                                    1
                                            SRE RECEPTION
Learning Objectives                         Activities
Reflect on the fact that the children            Discuss any facts they know about their actual birth, e.g., in hospital, weight,
entered the world as babies, and that             colour hair etc. Children to make a birth fact file, with help from their parents.
this event is referred to as their birth.        Living and Growing unit 1 p25
Reflect on feelings when a new sibling           Read a story about a new baby in the family .E.g. ‘There’s a House inside my
is born.                                          Mummy’ by Giles Andrae and Vanessa Cabban.
                                                 Talk about different feelings a brother or sister has. Talk about how they have a
                                                  special role in helping their mum and dad to look after the baby e.g. pass nappies,
                                                  save old toys etc.
Recognise the different stages of life.          Complete the sequencing activity- baby, toddler, child, teenager etc. Living and
                                                  Growing unit 1p26. Match artifacts. Explore children’s views of these stages of life.
                                                  Challenge any stereotypical views of age.
To understand that people’s needs                Invite a student, a middle aged person and an elderly person into the classroom.
change as they get older                          Children to interview each about their needs at the moment and how these might
                                                  have changed over time.
To understand that people are part of            Explore the concept of change (and decay) through nature e.g. the seasons,
the cycle of nature.                              growing plants and animals, what happens and how they can tell.
To help children identify the people             Make a display of the children’s paintings of special people- family, friends,
who they love and are special to                  neighbours and teachers. What do they enjoy doing with their special people?
To explore the feelings they                     Make a circle of happy feelings they experience with their special people. Make a
experience with special people.                   circle of unhappy feelings.
                                                 How can they deal with them? Use puppets role play conflict situations e.g. mum
                                                  gets cross when I don’t pick up my toys.                                                                                                        2
                                               SRE YEAR 1
Learning Objectives                      Activities

To understand that babies have                How can we tell what a baby is feeling and/or wants? Pupils to list all the things
special needs.                                 they can think of adults do to look after babies. Use picture book to prompt them.
PSHE Objective 3d                             What might parents/carers need to look out for sometimes? E.g. clothes too tight,
                                               not in bright sunlight, baby tired etc. Role play how carer might solve it.
                                              Ask parent to bring in a baby and bath the baby in front of the class.
Reflect on the changes so far in their        Order sequence of pictures/articles from babyhood to old age. Write an estimate of
lives, and consider futures stages of          age next to each picture. Living and growing Unit 1 p 11
growth.                                       Bring in pictures of themselves as babies. Can they recall any stories about their
PSHE Objective 3d                              first word, first steps. What learning do they remember?
Name the main parts of the body.              Ask pupils to draw a picture of a body. Ask them to name all the parts they have
PSHE Objective 3e                              drawn. Discussion could include names of sexual body parts. Explain how some
                                               parts of the body are private, and discuss appropriate behaviour.
                                              Use anatomically correct dolls in the ‘home corner’ to facilitate discussion.
Develop assertiveness skills.                 Pupils to think of situations in life when they need to say yes or no. Use puppets to
PSHE Objective 3g                              act out these scenarios, with the children exploring ways to say no e.g. when child
                                               asks them to break the rules.
Develop skills to ask for help.               Make class collage of people who help us. Make up scenarios and decide in
PSHE Objective 3g                              groups who they would ask for help, e.g. fell over in the playground, lost book bag
                                               on the way to school.
                                              Use a puppet or soft toy to ‘say’ that they want to tell you something that has been
                                               worrying them but that they are scared and do not quite know how to do it. Get                                                                                                     3
                                              the children to give the puppet encouragement to tell you. Then get them to think
                                              about what they would do if the puppet asked them for help. Read ‘Not Now
                                              Bernard’ by David McKee. Then go around the class asking the children to
                                              complete the sentence’ If I were Bernard I would...
Develop skills for dealing with              Pupils to sort tray of sensory objects- things I like /don’t like to touch. Groups to
unwanted physical contact.                    draw pictures of touches they do/don’t like from other people e.g. kiss from
                                              Granny, hit in playground. Discuss how to deal with unwanted touches- tell an
PSHE Objective 3g                             adult they trust.
Develop strategies for staying safe.         Devise a storyboard depicting a risky scenario in which a child stayed safe .
PSHE Objective 3g                             Identify the strategy the child used to stay safe e.g. notice instincts, say no, yell,
                                              run, tell an adult you trust.
                                             Practice ways of remembering the strategy e.g., compose a song, make a poster.
                                             Present the strategy in assembly to encourage other children to stay safe.
To understand that there are different       Children to draw their families. Discuss who they included- grandparents, parents
types of families and that families are       living outside the home, pets?
special for caring and sharing.              Make a collage with speech bubbles demonstrating the special things families do
PSHE Objective 4d                             together.                                                                                                     4
                                                SRE YEAR 2
Learning Objectives                       Activities
Reflect on the fact that our bodies and        Ask children to stand in a line according to age- is the eldest also the tallest?
skills develop at different rates.             Ask pupils to choose a partner nearest to their age. Compare hand span, length of
 Develop a positive attitude to                 arms, legs, elbow to fingertip etc.
difference.                                    Estimate age at which a baby is able to smile, crawl, say first word .Make own
                                                birth fact file- weight, height, place of birth etc.
PSHE Objective 3d                              Watch Living and Growing video Unit 1 Programme 3 Growing Up
                                               Make a time line for changes in their own life. Make display using items children
                                                bring in.
                                               Pupils to list 3 skills they have learnt since coming to school, e.g. throwing and
                                                catching a ball etc
Name the main parts of the body,               Watch Living and Growing video Unit 1 Programme 1 Differences
including sexual parts.                        Using pictures discuss the names of male and female animals e.g. cat and tom,
PSHE Objective 3e                               cow and bull. How can we tell whether an animal is male or female?
                                               Read’ Boys and Girls’ Birmingham Health Education Unit
                                               Ask children to draw a body outline and label the parts, including sexual body
                                                parts. Or make a bag with laminated labels and ask the children to take out a label
                                                and place it in the correct place on a large outline
                                               Discuss how different families have different names for body parts, but introduce
                                                terms that are recognised by everyone. Living and Growing Unit 1 p9
                                               Discuss why these body parts are private, and appropriate behaviour.
                                               Complete a Venn diagram, sorting body parts in to male/ and /or female. Living
                                                and Growing Unit 1 p15

Understand that it is always the               List class pets. Have the children seen their pets give birth? Research the specific                                                                                                     5
female that gives birth.                      names for mother and baby animals
PSHE Objective 3d                            Watch Living and Growing Video- Unit 1 Programme 2 How did I get here?
                                             Read ‘Your Mummy ate my Football’ Birmingham Health Education Unit
Learn about how a baby is cared for in       Ask pupils to brainstorm their ideas about what they think a baby does in the
the womb.                                     womb.
PSHE Objective 3d                             Invite pregnant mother to talk to the children.
                                              Living and growing Unit 1 p31.
Explore their perceptions about              We can tell a boy or girl from body parts. Are there any other ways?
gender stereotypes                           Tell the children you are going to show them a picture of a firefighter/dancer. Can
PSHE Objective 4c                             they draw a picture of this person? What qualities does this person need? Show
                                              them a picture of female firefighter/male dancer and discuss their response.
                                             Read a range of literature that challenges stereotypes e.g. Mrs. Plug the Plumber
                                              by Allan Ahlberg., ‘Boys and Girls’
                                             L& G Unit 1 p9
Explore the value of trust and identify      What is trust? Would they trust someone who tells lies? Breaks our things? A
a person they trust.                          stranger? Draw a picture of someone you can/ can’t trust. Can we tell from
PSHE Objective 3g                             appearances?
                                             Each child to identify an adult they trust. Circle time- If I was upset I would go to
Understand the difference between            In groups /pairs children use puppets to act out either good secret (e.g. birthday
good and bad secrets.                         surprise) or bad secret (brother stole money from mum’s purse) scenarios. How do
PSHE Objective 3g                             characters feel/ what could they do? How do we feel when a secret is bad? Sort
                                              good and bad secret cards.
Develop strategies for staying safe.         Develop a scenario when a child feels unsafe in the park as they are approached
PSHE Objective 3g                             by a stranger. Identify the strategies the child can use to stay safe: e.g.
                                                  o Recognise uncomfortable feelings
                                                  o Be assertive, it’s OK to say No!
                                                  o Repeat No
                                                  o Get away from situation                                                                                                    6
                                                o Tell someone you trust
                                            Practice these strategies through role play
Look at roles and responsibilities in       Choose family photographs from magazines to depict different family members. .
the family and develop empathy skills.       Talk about their feelings and their situation. Ask the children to use speech
PSHE Objective 4d                            bubbles/still statues to indicate how the characters are feeling.

Develop respect for elderly people          Make ‘family display’ representing different age groups and generations. Match
and other generations.                       artefacts to peoples interests e.g. Gran’s tennis racket!
PSHE Objective 3d                           Invite an elderly person to talk about how they cope with their changing bodies e.g.
                                             lighter exercise, handles around the bath                                                                                                  7
                                                 SRE YEAR 3
Learning Objectives                        Activities
Recognise that change is a part of              Use photos or drawings to make own personal time line recounting important
growing up.                                      events since babyhood
PSHE Objective 3c                               Unit 1 :Growing Up: Physical Changes: From birth to the present day
                                                Select 3 most important events, draw another 3 events you would like to happen in
                                                 the future- are they achievable? What are the first steps necessary?
                                                Choose a scenario or activity e.g. washing hair, travelling to the shops. Consider
                                                 how a baby, toddler, primary child, teenager and adult would manage the activity.
                                                 Reflect on how skills and responsibilities change and develop.
                                                BBC Active Unit 2: Cycle of Life: Loss and Change: How do we change as we
                                                 grow older?
Appreciate that not all family units are        Discuss the range of different types of families the children are aware of. Find a
the same.                                        partner to compare similarities and differences with their own family.( carousel)
PSHE Objective 4c                                Allow discussion to include how family changes impact on children, e.g.
                                                Use circle time for each child to choose a member of their family and say why that
                                                 person is important to them, things they share together etc.
                                                Discuss how people in families show affection for each other- goodnight kiss,
                                                 hugs, etc. Discuss ways to deal with unwanted physical contact.
                                                BBC Active: Unit 4 Family life: Marriage and partnerships: What makes a family?
                                                BBC Active: Unit 4 Family life: Marriage and partnerships: Marriage, partnerships,
                                                BBC Active: Unit 4 Family life: Marriage and partnerships: turn off the TV!
To relate babies to life cycle and              Make animal lifecycle wheel-and human lifecycle wheel. Discuss similarities and
consider their experience in the womb            differences.                                                                                                    8
before birth.                               Investigate foetus experience, e.g. how does it eat, can it move, see etc
PSHE Objective 3c                        

Understand the needs of a new baby          Draw and label things that a new baby will need. Remind them to include things
PSHE Objective 4c                            that do not cost money, like time and love.
                                            Living and Growing Unit 2 p29
                                            BBC Active: Unit 2 Cycle of Life: Birth: How do you care for a new born baby?
Consider the impact of a new baby on        Read story about how baby’s arrival affects a sibling. Discuss huge impact new
the family                                   baby has on family. Discuss that all feeling responses are ok, its how to deal with
PSHE Objective 3d                            them that’s important. Balance negatives with positives.
                                            Use baby catalogues to ‘prepare’ for a baby arrival. Give the children a budget to
                                             stick to.
3f Objective Develop skills in asking       Introduce a scenario of a boy who does not want to ask for help, (though he knows
for help. e.g. confidence to discuss         he should.) Brainstorm what his problem might be. Brainstorm all the reasons why
their feelings, vocabulary for asking,       he might not want to ask. Consider what might happen if he doesn’t get help.
                                             Identify 3 people he could approach, e.g. Dad, teacher, Childline. In groups decide
                                             best time/place to approach helper, what to say (where to get child line number).
                                             Feedback to whole class                                                                                                 9
                                                   SRE YEAR 4
Learning Objectives                     Activities
Dealing with change in a positive way        In groups list changes we do/don’t choose, compare. What strategies can we use
PSHE objective 3a/1c                          to cope with them?
                                             Living and Growing Unit 2p13 and 14
                                             BBC Active Unit 3: Feelings: How do our feelings change?
                                             For homework- make a new choice and report the result.
Understand that different rates of           Ask the children to stand in a line in order of their ages and note their positions.
growth are perfectly normal                   Repeat according to height. Are the oldest necessarily the tallest? Reflect
                                              sensitively on a range of differences in the class. This activity could be done using
                                              photos of anonymous children.
                                             Discuss how different things can cause us to feel different emotions.
                                             BBC Active Unit 3: Feelings: What’s the difference?

Develop positive attitude to personal        Draw how you will look when you grow up. Examine pictures in media and talk
body image                                    about how people look. Who are their role models? Examine attitudes/
PSHE objective 4e                             stereotypes.
                                              Does it matter how people look? Brainstorm all the positive qualities they can
                                              think of in friends, family, role models, etc which do not relate to physical
                                              appearance. Help children to identify their own personal qualities.                                                                                                    10
                                           Use Strength cards for Kids to help them recognise their own qualities and
                                           BBC Active: Unit 1 Growing up: Physical Changes: Emotional changes: Feeling

Begin to learn about about the             Brainstorm the word ‘puberty’. Label a diagram to illustrate body changes. Make
physical and emotional changes              sure periods are covered.
during puberty.                            Watch Living and Growing Unit 2Prog 1 Changes.
 PSHE objective 3c                         Reinforce correct vocabulary using cards to match names to body parts/organs.
                                           Children to add to their diagram any thing they have learnt about puberty during
                                            the lesson.
                                           BBC Active: Unit 1 Growing up: Physical Changes: How does my body change at
                                           BBC Active: Unit 1 Growing up: Physical Changes: What changes do boys and
                                            girls go through at puberty?
Revise the correct terms for sexual        Research how you can tell the difference between male and female in other
body parts and other major organs in        species.
the body.                                  Name internal body organs. What are their functions? - Can children position them
. PSHE objective 3c                         on body outline?
Develop strategies for resisting peer      In pairs each child is given a sweet or other enticing healthy snack!. Child A has to
pressure.                                   convince their partner to eat the sweet/snack. Child B has to convince their partner
PSHE Objective3f                            not to eat the sweet/snack. After 5 minutes stop and discuss how it makes us feel
                                            when someone is trying to persuade us to do something. As a class list the
                                            strategies used for resistance and persuasion. Talk about times when different
                                            strategies are appropriate.
Understand when it is appropriate to       As a class brainstorm all the risky situations someone of their age might get
take a risk and when to say no and          involved in- at home, outside, at school and on the roads. In small groups ask
seek help.                                  them to put the situations in order of how risky they are. Based on the discussion
PSHE Objective3e                            make a list of useful strategies for minimizing risk and keeping safe                                                                                                  11
                                        BBC Active: Unit 3 Feelings: Keeping safe: Hugs and touches
Become aware of hygienic practices      Sort hygiene products into 3 groups-essential, nice, luxury. Discuss why products
and products that support them.          are necessary.
PSHE objective 3a/3b                    Keep a health and hygiene diary for a week and reflect on it.
Develop skills of asking for help.      Consider some of the practical and emotional difficulties a young person may
 PSHE objective 4g                       encounter during puberty e.g., feeling moody, being picked on. Who can they turn
                                         to for help?
                                        Role play young person phoning Childline because of friendship difficulties/ poor
                                         body image. Where would they find the number? How would they start the call?
                                        Invite Childline or NSPCC into the classroom to talk about how they help children
                                         and young people, and to reassure them that others experience the same
                                         difficulties they may face.
                                        BBC Active: Unit 3 Feelings: Keeping safe: Resisting negative peer pressure
                                        BBC Active: Unit 3 Feelings: Keeping safe: Asking for help
                                        BBC Active: Unit 3 Feelings: Keeping safe: the helping hand                                                                                           12
                                          SRE YEAR 5
Learning Objectives                 Activities
Develop understanding of physical
and emotional changes during           Review understanding from last year. Using puberty quiz in groups.
puberty.                               Watch Living and Growing video- ‘Change’s, Or ‘Boy Talk’ and ‘Girl Talk’ videos
PSHE objective 3c                      Children to have the opportunity to ask further questions in single gender groups.
                                      Revisit puberty quiz.
                                       BBC Active: Unit 1 Growing up: Physical changes: How does my body change at
                                        puberty? ( quite basic, use with another resources)
                                       BBC Active: Unit 1 Growing up: Physical changes: What changes do boys and
                                        girls go through at puberty? ( quite basic, use with another resource)
                                       BBC Active: Unit 1 Growing up: Physical changes: Men and women’s bodies
                                       BBC Active: Unit 1 Growing up: Emotional changes : Crushes                                                                                           13
Develop a confident approach to           In groups devise answers to typical ‘Problem page’ questions concerning puberty
dealing with puberty                       and growing up. Living and growing Units 2 and 3
PSHE objective 3c/1c                      BBC Active: Unit 1 Growing up: Physical changes: Am I the same as everyone
                                          BBC Active: Unit 4 Family Life: Different family patterns: family arguments
                                          BBC Active: Unit 4 Family Life: Different family patterns: Happy families?
                                          BBC Active: Unit 4 Family Life: Different family patterns: Have you ever felt like
                                          BBC Active: Unit 4 Family Life: Different family patterns: Top tips for happy
Understand the process of
menstruation and how to deal with it      Explore a range of sanitary products.
practically                               Play ‘ fact or myth’ game.(girls: green cards e.g. a woman cannot go swimming
To further explore boys changes            during her period) (boys: orange cards: e.g. all boys have wet dreams during
during puberty                             puberty) (Rollercoaster)
PSHE objective 4c                         BBC Active: Unit 1 Growing up: Physical changes: What is a period?
Please note- These activities can be      BBC Active: Unit 1 Growing up: Physical changes: Talking about periods
done as a whole class , or in single      BBC Active: Unit 1 Growing up: Physical changes: Talking about wet dreams
gender groups as an opportunity to        BBC Active: Unit 1 Growing up: Physical changes: What is a wet dream?
explore questions further. It is          BBC Active: Unit 1 Growing up: Physical changes: Keeping clean
important that both Boys and Girls
learn about each others changes.
Learn how a baby is conceived             Watch the video ‘How Babies are Made’ Living and growing Unit 2,prog 2
PSHE objective 3c                         Discuss reasons that the couple in the video were ready to have a baby
                                          In groups order the sequence of how a baby is conceived Living and growing Unit
                                           2 P26
                                          Write around the sequence all the qualities a relationship needs before they
                                           consider sexual activity e.g. honesty, love, kindness etc. Include concepts such as
                                           legal age, committed stable relationship, shared responsibility ETC                                                                                               14
                                             BBC Active: Unit 2 Cycle of life: Sexual Reproduction: Puberty and sex
                                             BBC Active: Unit 2 Cycle of life: Sexual Reproduction: Puberty: the inside story
                                             BBC Active: Unit 2 Cycle of life: Sexual Reproduction: Sexual reproduction words
                                             BBC Active: Unit 2 Cycle of life: Sexual Reproduction: Sexual intercourse.
Consider the different qualities             Brainstorm list of skills and qualities (or use ‘Strengths Cards’). In pairs devise a
needed for friendships/relationships.         short story or sketch illustrating certain important qualities for friendships and
PSHE Objective 4c                             relationships e.g. honesty, sensitivity etc.
                                             Reflect on how friends consider each others feelings
                                             BBC Active Unit 3: Feelings: I have feelings

Consider the need for love and trust in      Ask the children-What is love? Who or what do we love? Make a list in groups of
a range of relationships                      all the things they love, friends etc. Living and Growing Unit 2 Book Activity Sheet
PSHE Objective 4c                             17. How do we show love? Why do we need love and trust in friendships and
                                             Make a list in groups of all the things they love, friends, McDonalds etc. What is
                                              Love? Read a story about a loving friendship – ask the pupils to identify the loving
                                              behaviour. Reflect- who would they do that for?
                                             Re-visit the sequencing activity (how babies are made)) – would you add any
                                              further qualities to this work??
Understand how babies are born               Watch video’ How babies are born’ Living and Growing Unit 2 prog 6
PSHE objective 3a/3c/4c                      Invite a parent(dad?) to talk about their preparations for a new baby
                                             Ask the pupils when they would like to become parents .Discuss” ideal time” to
                                              become a parent.
                                             Write a leaflet for a pregnant woman to suggest how she might keep healthy
                                              during pregnancy.
                                             On a small heart shape write down all the things you think a baby needs to be
                                              cared for properly. At what point in your life will you be able to provide them to a
                                             BBC Active: Unit 2 Cycle of Life: Sexual reproduction: How a baby grows: the                                                                                                    15
                                   inside story
                                  BBC Active: Unit 2 Cycle of Life: Sexual reproduction: Reproduction Quiz
                                  BBC Active: Unit 2 Cycle of Life: Birth: Having a baby
                                  BBC Active: Unit 2 Cycle of Life: Birth: Writing focus: The journey

                                     SRE YEAR 6                                                                            16
Learning Objectives                Activities

Revise understanding of puberty.        Watch Videos- Living and growing Unit 3 Boy Talk, Girl Talk
PSHE Objective 4c                       In groups discuss how to deal with scenarios- Rollercoaster cards

Become aware of the pressures to      Groups make collage of male and female images. What attributes are favoured?
conform to gender and body            Make a list of successful people who don’t conform to these images
stereotypes.                          Complete agree/disagree continuum using gender statements e.g. boys don’t cry.
PSHE Objective 4e                     Living and Growing Unit 3 p22
                                      This website features short clips demonstrating the process of transforming a model
                                     via hair, make up and airbrushing.

To consider qualities that are          Discuss the meaning of the word attractive. In groups, decide on 9 qualities they
important for friendships and            find attractive, e.g. cheerful, good hairstyle, chatty and arrange in a diamond 9 with
relationships                            most desirable quality at the top.
                                        In groups do a Diamond 9 exercise on qualities that make a relationship work
                                         Living and growing Unit 3 Activity Sheet 20
                                        What does having a boyfriend or girlfriend mean at Year 6? For teenagers?
                                        BBC Active: Unit 1 Growing up: Emotional changes : Crushes
                                        BBC Active: Unit 1 Growing up: Emotional changes: Writing focus: I’ve got a crush
                                        BBC Active: Unit 1 Growing up: Emotional changes: Different times, different
                                        BBC Active: Unit 1 Growing up: Emotional changes: Asking someone out
                                        BBC Active: Unit 1 Growing up: Emotional changes: First date
                                                                                                                                     17
Become aware of the influence of the      List qualities needed for good relationship. Living and growing Unit 3 p39.
media when forming views on sex and       Choose 2 characters in soap or other programme and identify the qualities in their
relationships                              relationship. Living and growing Unit 3 p36
                                          Ask pupils to choose a favourite pop song. What idea of love does it portray?
PSHE Objective 2k/4c                      BBC Active: Unit 3 Feelings: Keeping safe: Internet safety
                                          BBC Active: Unit 3 Feelings: Keeping safe: Writing focus: Guide to internet safety
To explore the concept of marriage        List reasons why people get married. Ask children to discuss in groups which are
and stable relationships, and their        good reasons and sort them along a continuum- good/not so good. Invite visitor to
importance for family life.                talk about marriage.
PSHE Objective 4c                         Living and growing Unit 3 p40
                                          Discuss other stable loving relationships.
                                          BBC Active: Unit 4 Family life: Marriage and partnerships: Marriage, partnerships
                                           and commitment
                                          BBC Active: Unit 4 Family life: Celebrating events: Marriage celebrations
                                          BBC Active: Unit 4 Family life: Celebrating events: Marriage vows
                                          BBC Active: Unit 4 Family life: Celebrating events: writing focus: Marriage vows

Consider when an adult may be ready       Ask children at what age they expect to become parents. What skills will they
for parenthood.                            need?
PSHE Objective 3a/4c                      Discuss the choices and sacrifices a parent makes.
                                          Use a computer baby. Groups of children to be responsible for looking after it.
                                           Discuss the challenges!
                                          Explain that some people choose to have intercourse and do not want to conceive.
                                           In groups ask the children to list all the methods they know of to prevent
                                           conception. Emphasise that parenthood is a responsible choice.
                                          Read Flour Babies by Anne Fine. Challenge each child to carefully look after a bag
                                           of flour for the day.
                                          BBC Active: Unit 2 Cycle of life: Sexuality: Sexual feelings
Become aware that adults need to          Discuss need for hygiene during puberty. Draw an outline of two people and label                                                                                              18
protect their health during sexual          with all the illnesses and infections the children can think of. Discuss all the ways
relationships.                              they can be passed on between two people. Explain that some infections can be
PSHE Objective 3a/3b                        passed on during sexual activity, so it is necessary to use a condom. Emphasise
                                            responsibility to behave safely with a partner and need for assertiveness, self
                                            respect and respect for others.
                                           Watch video’ What’s the problem.’-dispels facts and myths about HIV and AIDS.
4e. Objective: To become aware of          Give groups a picture of a baby. Tell some groups it is a boy and others a girl. Ask
the pressures to conform to gender          them to write to draw and write about the child’s toys, games, hobbies etc at
stereotypes and the effect this can         different ages. Reveal that they were looking at the same child! Discuss why they
have on aspirations                         have different expectations for boys and girls- where do these come from? Are
                                            these accurate or helpful? How can a person challenge gender prejudice
                                            effectively? E.g. a girl who wants to play football or a boy who wants to dance?
                                            Read Bill’s New Frock by Anne Fine
To consider their aspirations for the      Ask the children to write four wishes for the future-a physical change, a practical
future.                                     achievement, a personality trait and a change in lifestyle. How can they prepare
                                            for them? Discuss what they are looking forward to about growing up, and their
                                            concerns for the future.                                                                                                  19

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