Table Of ContentHealth and Family Life Education
COMMON CURRICULUM
Sexuality and Sexual Health Theme Unit
FORMS 1-3
HFLE Common Curriculum Acknowledgements
Sponsors:
This project was supported by UNICEF, which provided funds for curriculum
development, training and evaluation of the HFLE Common Curriculum. Additional
support was provided by the Ministries of Education of participating countries,
including Antigua, Barbados, Grenada and St. Lucia.
Country Contributors:
Ministries of Education of Antigua, Barbados, Grenada, and St. Lucia
Hermione Baptiste, HFLE Coordinator, Grenada
Maureen Lewis, HFLE Coordinator, Antigua
Arthusa Semei, HFLE Coordinator, St. Lucia
Patricia Warner, HFLE Coordinator, Barbados
Dolores Codrington, HFLE Teacher, Barbados
Margaret Grant, HFLE Teacher, Barbados
Merlinda Andrew, HFLE Teacher, St. Lucia
Sophia Edwards-Gabriel, HFLE Teacher, St. Lucia
EDC Contributors:
Connie Constantine, Senior Project Director
Athi Myint-U, Curriculum Developer
Health and Human Development Programs
UNICEF Contributors:
Elaine King, Project Officer and Adolescent and HIV/AIDS Specialist
Jennifer Crichlow, HFLE Regional Coordinator
CARICOM Contributors:
Morella Joseph, Deputy Programme Manager, Human Resource Development
With special thanks to those who attended the many teachers and students in participating
schools who provided input on classroom lessons.
January 2009
HFLE COMMON CURRICULUM
SEXUALITY AND SEXUAL HEALTH UNIT
FORM 1 LESSONS
Portfolio for Sexuality and Sexual Health Unit
Purpose: This assignment is to give each of you, the students, the opportunity to reflect on all the
lessons done on sexuality and sexual health. Through this portfolio, you should be able to assess your
own growth and also have a collection of work that you have done during this unit. The tasks involved
in developing the portfolio will include pieces of work you did as part of lesson assignments as well as
work that you will do specifically for this portfolio.
Contents of Your Portfolio:
Task 1:
Title. Include a title of your choice on the cover of your portfolio.
Task 2:
A clearly stated purpose. What is the purpose of this portfolio? What do you want someone
who is looking at your portfolio to know about it?
Task 3:
A table of contents
Task 4:
Four pieces of work that you completed for Sexuality and Sexual Health Unit. For each
piece of work include a short paragraph that describes what you learned about sexuality,
sexual health and life skills in that particular lesson.
Task 5:
One Reflective Summary. Write a one-page summary reflecting on what you’ve learned about
sexuality, sexual health and life skills. For example, the physical and emotional changes that
happen during puberty; gender role stereotyping; how to avoid risky behaviours; how HIV is
spread. Include at least three reasons why you think understanding sexuality and sexual health
and related life skills is important.
Task 6:
Poster. Make 2 drawings, each one depicting a life skill that can help you maintain sexual
health. For example, understanding the different concepts related to sexuality; how to avoid
risky behaviours; how to cope with emotional and physical changes; understanding how HIV is
spread.
Task 7:
Use drawings, pictures, photographs, art or colour to enhance any and all selections of your
portfolio.
HFLE COMMON CURRICULUM: FORM 1 SEXUALITY AND SEXUAL HEALTH
Rubric for Assessing Portfolio: Sexuality and Sexual Health
This rubric offers one way to score students’ portfolios. Teachers may adjust the weight and
criteria as they see fit.
TASK CRITERIA AND SCORING WEIGHT TOTAL
Highest Score Lowest Score
3 2 1
Title Creative, clear, Fairly creative; Shows little x .5
unique Fairly clear effort at
creativity;
Unclear
Purpose Purpose is Purpose is Purpose is not x 2
clearly stated fairly clear clearly stated
Table of Well-organized; Fairly well- Poorly x 1.5
Contents Comprehensive organized; organized;
Missing some Missing a lot of
information information
Four Pieces Four pieces and Four pieces Less than four x 3
of Work paragraphs and pieces and
included; Each paragraphs paragraphs
piece received included; Each included; Most
the highest piece received pieces
scores; fair-high received fair-
Paragraph scores; low scores;
thoroughly Paragraph Paragraph
explains what fairly explains does not
student learned what student explain what
learned student
learned
Reflective Is one page Less than one Less than one x 3
Summary long; Includes 3 page; Includes page; Does not
reasons why less than 3 include any
understanding reasons why reasons why
sexuality and understanding understanding
sexual health sexuality and sexuality and
and related life sexual health sexual health
skills is and related life and related life
important; skills is skills is
Shows thorough important; important;
understanding of Shows fair Shows poor
the lessons understanding understanding
of the lessons of the lessons
Drawing Creative, shows Creative, but Shows little x 2.5
excellent could show a effort at
understanding of better creativity;
life skills being understanding Does not
depicted of life skills depict life skills
being depicted
TOTAL
High Score = 37.5 Low Score = 12.5
HFLE COMMON CURRICULUM: FORM 1 SEXUALITY AND SEXUAL HEALTH
LESSON PLAN #1
THEME: SEXUALITY AND SEXUAL HEALTH
REGIONAL STANDARD 1: Demonstrate an understanding of the concept of human sexuality as an
integral part of the total person that finds expression throughout the life cycle.
CORE OUTCOME 1: Develop strategies for coping with the various changes associated with
puberty.
Title “Puberty”
Age Level 11–12 years old
Time 35-40 minutes
Purpose To help students become aware of the physical and emotional changes
that are experienced during puberty.
Overview In this lesson, students will observe the physical differences between
themselves and their classmates. They will then listen to a diary entry
of a student their age who is experiencing puberty and, in pairs, answer
three questions about the person who wrote the entry.
Puberty is often accompanied by emotional turmoil as children become
more aware of themselves and their developing sexuality. Individuals
often think that the feelings are only happening to them.
Specific Objectives At the end of this lesson, students will be able to do the following:
1. Describe the physical and emotional changes that occur among
males and females during puberty.
2. Recognise differences in pubertal changes for different
individuals.
3. Develop coping skills to deal with the physical and emotional
changes experienced during puberty.
Resources and Materials Teacher Resource Page: Diary entry “I am changing,” Worksheet:
“Pubertal changes,” Teacher Resource Page: “Pubertal Changes”
Methods and Strategies Brainstorming, small-group work, class discussion
HFLE COMMON CURRICULUM: FORM 1 SEXUALITY AND SEXUAL HEALTH
PROCEDURE
Step I Draw a circle in the middle of the board and write the word “PUBERTY”
Introduction in the circle. Ask students what comes to their mind when they see this
(5 min.) word. Write their responses in the circle on the board.
Use the information provided by students to construct an explanation of
the concept of puberty. The definition should reflect the idea that
puberty is the beginning of the period of adolescence, which is the
change from childhood to adulthood. At puberty, children begin to
mature and changes occur in the body.
(cid:42)
Teacher Tip
This is a brainstorming activity, so it is important to gather many answers in
a short amount of time. Although a number of students may want to provide
answers to your question, this exercise should last only five minutes. You
may not be able to get answers from all the students. Tell students after
five minutes that they will have many other opportunities to provide answers.
Also, give students positive feedback on their answers.
Step II Ask students to spend a few minutes thinking about themselves and the
Skill Development and changes that they may have experienced in their own bodies in the past
Reinforcement year. Ask them to reflect, without speaking, on physical and emotional
(30 min.) changes. Then, ask them to think about their best friend and any
changes he or she has gone through in the past year, and to think about
the differences between their own bodies and their best friend’s. Ask
them to think about how some students are taller or bigger. After two
minutes, you can end this activity by saying, “Just as people are
different, they go through puberty at different times and different
rates (speeds). It’s important to be aware of the changes going on in
your body, but also to understand that these changes are normal.”
Invite students to listen as you read a diary entry titled “I am changing.”
Ask students to guess Leslie’s gender and to think about the different
changes that Leslie is experiencing as you are reading.
After you have read the entry, write the three discussion questions at
the end of the diary entry on the board. Hand out the worksheet titled
“Pubertal Changes.” Ask students to work in pairs to discuss the three
questions for about 10 minutes.
Ask them to write their answers to Discussion Question #1 on their
worksheets, and their answers to Questions #2 and #3 on the back of
the worksheet.
Tell students that for Question #3, they are going to identify coping
HFLE COMMON CURRICULUM: FORM 1 SEXUALITY AND SEXUAL HEALTH
skills that Leslie could use to deal with his or her problems. Define
coping skills as “skills that help a person deal with negative situations and
emotions (like anger, frustration, or sadness) in ways that make them
feel better.”
Coping skills are usually action skills where you do something or thinking
skills where one uses positive self-talk in dealing with a problem. The
steps for this would be:
1. Identify the problem.
2. Select the desired solution.
3. Take steps to find what is necessary – ask a parent, friend,
research.
4. Take action and apply your knowledge.
OR
1. Describe the problem.
2. Acknowledge your feelings.
3. Identify the beliefs and causes of the feeling.
4. Use positive coping self-talk to assess the feelings.
5. Visualize a positive outcome.
6. Take action.
At the end of the steps, give examples of coping actions. For example,
finding ways to relax, talking with a friend or family member, and
reading about things that can be done.
After 10 minutes, ask students to share their answers to the three
discussion questions with the whole class. Talk about how physical and
emotional changes affected Leslie’s thoughts and behaviour and how
Leslie is aware of these changes. Note that Leslie could be either male
or female.
For their answers to Question #3, review how Leslie could use “coping
skills” to deal with his or her problems. Some ideas might be: talking with
parents, talking with friends, researching solutions to problems like body
odour or acne.
Step III Summarise the changes that occur during puberty, and reassure
Conclusion students that it is a normal developmental process that everyone must
(5 min.) pass through on the road to adulthood. Explain to students that both
boys and girls go through puberty and experience some of the same
changes, but just like Leslie, each person will have his or her own
experience.
Review the different ways that Leslie could cope with some of the
HFLE COMMON CURRICULUM: FORM 1 SEXUALITY AND SEXUAL HEALTH
emotional and physical changes that Leslie is experiencing and ask
students to try to apply these coping skills and strategies in their own
lives.
HOMEWORK: Ask students to take worksheets home and write down other physical and
emotional changes experienced by boys and girls during puberty.
In addition, ask students to draw a cartoon to illustrate the concept of
puberty, and the steps they can use to find positive strategies for how
someone their age can cope with the changes, based on the information that
was presented in the lesson.
Step IV See rubric following the homework assignment to assess students’
Assessment performance on homework.
Rubric for Lesson #1
Performance Tasks Criteria
Highest score Lowest score
4 3 2 1
Task #1: Response Response Response Did not complete
includes many includes some includes few
other other other
Homework Assignment (Worksheet of
examples of examples of examples of
Pubertal Changes) physical and physical and physical and
emotional emotional emotional
changes changes changes
Task #2: Demonstrates Demonstrates Demonstrates Did not complete
excellent adequate fair
understanding understanding understanding
Homework Assignment (Cartoon)
of steps for of steps for of steps for
coping with coping with coping with
pubertal pubertal pubertal
changes changes changes
HFLE COMMON CURRICULUM: FORM 1 SEXUALITY AND SEXUAL HEALTH
Teacher Resource Page
Diary Entry: I AM CHANGING
6th April, 2005
Dear Diary,
It’s me, Leslie. I know that I have not written as often as I promised, but lately I have not
been my usual self. I am changing and I am worried about that.
I have grown several inches and have gained some weight. It seems like that happened
almost overnight. I do not remember eating so much. I am now bigger than most of the
children in my class. I feel kind of awkward about it.
My teacher is planning an end-of-term outing for the class. She says our parents are invited
to come help. I feel so guilty because I would really rather they not come. I think I will have
more fun if they are not there.
Anyway, I have not decided if I am going or not. Recently I got a few uninvited guests on my
face. These zits seem determined to accompany me. I wonder if the stuff advertised on TV
could help me. What is a bit relieving is the fact that some of my classmates also face the
same problem.
Another concern I have is that I have developed a body odour. I am not sure how to get rid
of it. So if I go I do not think I will run around with my friends. I would really not want
them to give me jokes about smelling. Besides, these days I am not always in a good mood.
Sometimes I get downright cranky for no real reason.
I have one good reason for really wanting to go, though. It’s a secret that I am only going to
share with you. There is someone in my class whom I have a big crush on . . . . I keep
wondering what this person thinks about me and if I am noticed at all. I will tell you who it is
the next time I write.
I wish you could write back. Maybe you would be able to help. Anyway I am going to decide
whether I will go or not. If I do, I will let you know all about it. Bye for now.
Your friend,
Leslie
WRITE THESE DISCUSSION QUESTIONS ON THE BOARD:
1. What are some of the physical and emotional changes that Leslie is experiencing?
2. How does Leslie respond to these changes? Identify some of his/her feelings.
3. What advice would you give Leslie to help him/her deal or cope with these changes?
Go through the coping steps.
HFLE COMMON CURRICULUM: FORM 1 SEXUALITY AND SEXUAL HEALTH
