Intervention
My Healthy Lifestyle is the name of the first Unit. I decided to concentrate on health for this
intervention because the youth today take their sexual health for granted. They experiment and
take risks which unfortunately, has negative effects on some of them. The girls who get pregnant
at 14, 15 and 16, unfortunately have to leave school for the duration of their pregnancy. My focus
is on providing sufficient information in a period of two weeks. I plan to conduct two sessions per
week as soon as the third term of school begins. The sources of the information will come from my
readings, HFLE textbooks, the Ministry of Health, and resource materials for teachers from the internet.
The topics are all related to sexual health in this Unit. The students must learn how to develop healthy
relationships with each other, whether these relationships are romantic or not. The statistics reveal that
teenage pregnancy is on the rise, so this topic is necessary. A girl's body changes during and after
pregnancy, and these changes could affect their health because their bodies may not be physically ready
for this change. Sexually transmitted diseases and how these diseases could destroy their bodies, and
contraceptive methods, knowing how to correctly protect themselves, will be the final two lessons in this
Unit. We may preach abstinence, but not all will listen, so although abstinence will be stressed, I do not
think that 100% of youth would abstain, so they must be knowledgeable on contraceptive methods.
Adolescents are experiencing both positive and negative peer pressure every day and it is the negative
peer pressure that is making our youth make undesirable choices. Parents have to do their part and discuss
sexuality and sex with their children, otherwise they will find other sources for information, which is what
happens. The results from the questionnaire revealed that students mostly confide in their peers when
compared to parents and teachers. Teachers have a huge role as well because we spend the majority
of the day with them in school. My aim is to for them to develop a behaviour and attitude change within
themselves, by their development of life skills such as decision-making skills, communication skills,
refusal skills, interpersonal skills, and problem-solving skills, to name a few.
The other Units include Sexual Identity which covers topics on the meaning of sexuality, the body,
gender roles and myths and realities. Societal Influences is the other focus of the other unit because the
society and culture - the media, television, videos, music, internet and also religion, also have an impact
on our sexuality and sexual health.
lesson plan - 1
THEME: SEXUALITY AND SEXUAL HEALTH
CONTENT:
Demonstrate an understanding of the concept of human sexuality
as an integral part of the total person that finds expression throughout the life cycle.
Analyze the influence of socio-cultural and economic factors, as well as personal
beliefs on the expression of sexuality and sexual choices.
(Taken from the Health and Family Life Education Common Curriculum. Sexuality and Sexual Health Theme Unit Forms 1-3)
CORE OUTCOME:
-Differentiate between social, romantic, healthy and unhealthy relationships and the appropriate activities associated with each.
-Effective use of interpersonal skills, decision-making skills, communication skills, problem-solving skills and critical thinking skills.
-Display high levels of respect for their peers as their same and opposite sex friendships and relationships blossom.
TITLE: Developing healthy relationships
CLASS: Form 3
TIME: 40 minutes
PURPOSE:
To establish the fact that during the adolescent years, youth tend to gravitate toward their peers,
so healthy relationships with members of the same and opposite sex must be developed, where
they display appropriate, respectful behaviours and have high self esteem as the quality of these
relationships have an impact on their self esteem and therefore growth as an individual.
SPECIFIC OBJECTIVES:
1. Cognitive – demonstrate knowledge of the characteristics of healthy and unhealthy relationships.
2. Affective – students will appreciate that there are different types of relationships that exist among their peers.
3. Psychomotor – students will creatively express themselves by participating in role play activities where they display
skills of developing healthy relationships with members of the same and opposite sex.
RESOURCES AND MATERIALS:
Whiteboard, whiteboard markers, camera (for recording and taking pictures), role play scenario cards (refer to the Activity page on the website).
METHODS AND STRATEGIES:
Brainstorming, class discussions, role play activity in groups of two.
PROCEDURE:
1). INTRODUCTION:
Students are asked to give their definitions of relationship, giving examples as they explain.
They will then be placed in two groups where each group will be asked to write on the board
the characteristics of having healthy relationships and unhealthy relationships.
2). SKILLS DEVELOPMENT ACTIVITY:
The class will have discussions on relationships (social and romantic), and healthy and unhealthy
relationships based on the characteristics they placed on the board. They will then be given notes
from the teacher and discuss those that were not placed on the board. They will then pair themselves
with a partner and dramatize scenarios from the scenario cards provided by the teacher. They will be
given five to ten minutes to prepare. In each scenario, they will demonstrate the healthy and unhealthy
characteristics, and the task will be to show why the healthy qualities are important in order to develop
and maintain healthy relationships with their peers. They will employ decision making skills,
interpersonal skills, communication skills, problem-solving skills, and critical thinking skills.
Teacher’s Notes (Taken from Health for Life 15-16):
Healthy relationships -
1. Both people are able to discuss things, they make decisions together and can both compromise equally if they have different opinions.
Unhealthy relationships
One person makes all the decisions, controls everything and does not listen.
_______________________________________________________________________________________________________
Healthy relationships -
2. Both people can talk about and listen to each other’s feelings, needs and wishes.
Unhealthy relationships
One person cannot say things and so feels unheard.
_______________________________________________________________________________________________________
Healthy relationships -
3. Each can trust him/herself and also the other person. In a healthy relationship you are honest with the other person and yourself.
Unhealthy relationships -
You lie to the other person and to yourself. You make excuses for the other person.
_______________________________________________________________________________________________________
Healthy relationships -
4. Each can do things separately as well as together if they want to – with friends, family or as solo activities.
Unhealthy relationships -
One of you has to justify what to do, where you go, who you see.
_______________________________________________________________________________________________________
Healthy relationships -
5. When they have disagreements, they do it in a calm way and they sort things out calmly.
Unhealthy relationships -
Arguments are aggressive – one person yells, hits, shoves or throws things.
_______________________________________________________________________________________________________
Healthy relationships -
6. Both people respect each other’s sexual ‘stopping points’ and need for safety.
Unhealthy relationships-
One person is forced / coerced by the other into doing sexual stuff they don’t want to do. For example, they feel scared to ask their partner to use protection (he or she refuses requests for safer sex). Or they are asked to perform acts they do not want to do.
_______________________________________________________________________________________________________
Healthy relationships -
7. Both people feel good about the relationship most of the time.
Unhealthy relationships -
One or both of them feel bad about the relationship a lot of the time.
_______________________________________________________________________________________________________
Healthy relationships -
8. They might say that they feel happy, comfortable, relaxed, energised, cared for, and secure.
Unhealthy relationships -
They might say that they feel sad angry, frustrated, nervous, scared, exhausted, insecure and threatened.
______________________________________________________________________________________________________
3). CONCLUSION:
The students will be asked what skills they utilised in the process of development and
presentation of the role play scenarios. They will also be asked if anyone would have had
a different solution in each scenario. The importance of having healthy relationships with
their peers, including romantic relationships, will be emphasized, as these relationships play
a major role and contribute to their development into adulthood. It is also important for them
to understand that they do not have to give in to negative peer pressure by committing to
something that they do not want to do. Saying ‘no’, when necessary will only prove their strength,
and they should have the mindset and willpower to do so without the fear that the friendship and
relationship will be lost. The relationship should only strengthen.
ASSESSMENT:
Students are asked to write one page on the importance of developing healthy relationships with
their peers. They will share with the class in the next session.
REFLECTION:
Before I began this session, I explained what HFLE was to the students. They were asking
many questions such as “when is it going to be introduced in the school?” and
“will it be a compulsory subject?” I did not have a definite answer for them but said that for now,
teachers will either integrate it in their lessons or use their supervision and elective periods to teach it.
They showed great enthusiasm in this session. They always enjoy role play. A setback for me was
that I had to borrow boys from another class as I was timetabled to teach the girls. After the session
was over, as I reflected, I realised that I have to pay more attention to my timing because I do not
know where the time went. The session was over before I knew it and I had to use a few minutes
from the next period to wrap up the session.
lesson plan - 2
THEME: SEXUALITY AND SEXUAL HEALTH
CONTENT:
Demonstrate an understanding of the concept of human sexuality
as an integral part of the total person that finds expression throughout the life cycle.
Analyze the influence of socio-cultural and economic factors, as well as personal
beliefs on the expression of sexuality and sexual choices.
(Taken from the Health and Family Life Education Common Curriculum. Sexuality and Sexual Health Theme Unit Forms 1-3)
CORE OUTCOME:
-Examine the consequences of risky behaviours leading to teenage pregnancy.
-Demonstrate knowledge of abstinence.
-Effective use of life skills - social skills, problem solving and decision making skills for creatively identifying and developing appropriate options.
TITLE: Risky Behaviours and teenage pregnancy
CLASS: Form 3
TIME: 80 minutes
PURPOSE:
To teach students about the risky behaviours adolescents engage in, particularly engaging in unprotected sexual intercourse, and the unfavourable consequences associated with it.
SPECIFIC OBJECTIVES:
1. Cognitive – develop an understanding of how to use problem solving and decision making skills to clarify issues and develop solutions.
2. Affective – students will appreciate the importance of using social, problem solving and decision making skills when in a scenario, while co-operating with peers in order to find solutions.
3. Psychomotor – students will express themselves as they creatively develop role play when they position themselves in situations where they experience the consequences of actions in real life situations. They will also design a poster displaying one of the role play scenes.
RESOURCES AND MATERIALS:
Whiteboard, whiteboard markers, camera, projector for showing video, bristol board, markers, pictures, paper glue, scissors, video, handout with a ‘True and False’ exercise on sexual health (refer to the Activity page on the website).
METHODS AND STRATEGIES: Brainstorming, class discussions, role play activity in small groups.
PROCEDURE:
1). INTRODUCTION:
Students are shown a short video on teenage pregnancy. The video will be used to stimulate
discussion and share views. Decision making and problem solving skills will be discussed as
they will be used in the role play activity.
2). SKILLS DEVELOPMENT ACTIVITY:
The topic of teenage pregnancy as a consequence of unprotected sexual intercourse is introduced.
Students are encouraged to brainstorm and list the challenges of teenage pregnancy which will be
demonstrated in the role play activity. They collaborate in their groups where a volunteer is asked
to list on the whiteboard the challenges teenage parents face as a result of having unprotected
sexual intercourse. Teacher discusses the challenges listed with the class. Students are placed
into two groups and presented with a scenario. The consequence of engaging in unprotected sexual
activity has resulted in a teen pregnancy and the possibility of contracting asexually transmitted disease.
(They are told that sexually transmitted diseases with be highlighted in the next lesson).
The two groups are given fifteen minutes to prepare a short skit / role play, where they highlight one of
the consequences they listed on the board. During this time, the teacher collaborates with each group
and guides accordingly. Interpersonal skills, communication skills, problem solving, decision making skills
and critical thinking skills will be emphasized.
3). CONCLUSION:
The class engages in discussions about the skits and the feelings that arose as a pregnant teenager,
parents of a pregnant teenager, and friends of a pregnant teenager. The students share how they felt
finding out that they were pregnant and having to face their parents with the unfortunate news.
As friends, they related how they would show support to a pregnant teenager.
Teacher recaps by taking points from the video and skit, and encourages the students to abstain from
sexual activities until they are emotional, physically and financially ready to accept the responsibilities.
Teacher encourages them to openly communicate with their parents, teachers, or religious leaders and
to not engage in risky behaviours by having unprotected sexual intercourse.
4) ASSESSMENT:
Students are given a true and false exercise on teenage pregnancy. They are also given a story to read
and answer two questions based on the story.
5) REFLECTION:
I used a double period to conduct this session, so they had enough time to role play,
have discussions, complete the assessment, and design their posters. In the previous session,
I mentioned what the topic would be and what activities they would be engaging in,
so they were prepared. They searched for pictures at home and walked with their
stationery for their posters. The students decided to use their lunch periods to
complete the posters that were not completed in class. I am hoping that they understood
the seriousness of the topic and stop (the students who are) engaging in unprotected
sexual intercourse. For the ones who are not sexually active, I am hoping that they remain
this way until they finish school and are ready for the responsibilities associated with parenthood.
lesson plan - 3
THEME: SEXUALITY AND SEXUAL HEALTH
CONTENT: Demonstrate an understanding of the concept of human sexuality
as an integral part of the total person that finds expression throughout the life cycle.
Analyze the influence of socio-cultural and economic factors, as well as personal
beliefs on the expression of sexuality and sexual choices.
(Taken from the Health and Family Life Education Common Curriculum. Sexuality and Sexual Health Theme Unit Forms 1-3)
CORE OUTCOME:
-Demonstrate knowledge about sexually transmitted infections or diseases and the importance of using
protection if engaging in sexual intercourse.
-Effective use of decision making, critical thinking, communication skills and self awareness.
TITLE: Sexually Transmitted Infections / Diseases
CLASS: Form 3
TIME: 40 minutes
PURPOSE:
To teach students about sexually transmitted diseases, how they are spread and ways to prevent contracting them.
SPECIFIC OBJECTIVES:
1. Cognitive – understand that sexually transmitted infections such as HPV and sexually transmitted diseases can cause infertility and death. Utilize life skills in making decisions to protect from these diseases.
2. Affective – develop compassion for those affected as students share their experiences.
3. Psychomotor – students will design posters and construct illustrated wall charts educating on STIs and prevention.
RESOURCES AND MATERIALS:
Whiteboard, whiteboard markers, camera, projector for showing video, bristol board, markers, pictures, paper glue, scissors, handouts on STIs.
METHODS AND STRATEGIES: Class discussions, designing posters while working in groups.
PROCEDURE:
1). INTRODUCTION:
Students are asked to share their knowledge on sexually transmitted infections by naming
those they know. They are then shown a five minute video – Let’s talk about Sexual Health –
which covers topics such as sexual identity, sexually transmitted infections, responsible
approaches to sexual healthy relationships, having discussions with a medical professional,
abstinence, and protecting oneself from sexually transmitted diseases.
2). SKILLS DEVELOPMENT ACTIVITY:
After viewing of the video, the class engages in discussions on what was learnt. Students
share their experiences, if any, with the class on personally knowing individuals with any
sexually transmitted diseases and how it has affected their relationship with the individual. They
are encouraged to not be judgemental and to not treat such individuals with scorn. They must
respect and show compassion towards others and understand that they must have the correct
information concerning sexual health and use this knowledge to the benefit of themselves and
others. Handouts on sexually transmitted diseases are distributed and discussed. Four will be
discussed in this lesson. Students are encouraged to take notes so that they will have information
to put on the posters while engaging in the group activity. The teacher assists the students where
necessary as they design their posters. Self awareness skills will be used as they will understand
that everyone will have a sense of their own identity, and that these skills also help us understand
our emotions, so that we achieve appropriate communication skills for developing healthy
relationships with others.
3). CONCLUSION:
The lesson is concluded by summarising the information taken from the video and from the
handouts provided on the different sexually transmitted diseases. The students share what they
have learnt. Abstinence is the only 100% method of being safe from STIs and they are
encouraged to practice abstinence as they are too young to accept the responsibilities associated
with being in sexually active relationships. However, if they choose to engage in sexual
relationships, then they are reminded that they should contact medical professionals
and take appropriate steps in protecting themselves from sexually transmitted infections or
diseases that can cause infertility and death.
4) ASSESSMENT:
Students are asked to work in groups of three or four persons and compose a jingle on preventing sexually transmitted diseases.
5) REFLECTION
I was a little concerned with showing the pictures (seen in the pictures and videos section on website),
but I consulted an experienced colleague of mine and was told that the students should see the pictures
because they need to know and see what can happen to them if they contract any sexually transmitted disease.
Fear was all over their faces. Some were twisting their faces saying ‘oh geed!’. This reaction I expected.
I know they got the message. Students must be motivated, have the correct information, and life skills in order
for behaviour and attitude change to take place. The pictures alone should encourage them to stop having sex
as they are pictures of real people. From their facial expressions, I am sure that they will think more carefully
now about their sexual health. They have to face reality.
lesson plan - 4
THEME: SEXUALITY AND SEXUAL HEALTH
CONTENT: Demonstrate an understanding of the concept of human sexuality
as an integral part of the total person that finds expression throughout the life cycle.
Analyze the influence of socio-cultural and economic factors, as well as personal
beliefs on the expression of sexuality and sexual choices.
(Taken from the Health and Family Life Education Common Curriculum. Sexuality and Sexual Health Theme Unit Forms 1-3)
CORE OUTCOME:
-Demonstrate knowledge of abstinence and of the barrier contraceptive method.
-Effective use of interpersonal skills, communication skills and decision-making skills.
TITLE: Contraception
CLASS: Form 3
TIME: 40 minutes
PURPOSE:
To teach students about contraception. It was mentioned in the previous
lesson that abstinence is the only way to be 100% sure that a female will not
get pregnant and that individuals will not contract sexually transmitted
infections. The students must also be informed that another contraceptive
method, the condom, is also known as the barrier method, is effective in
protecting against sexually transmitted diseases when used correctly and
consistently.
SPECIFIC OBJECTIVES:
1. Cognitive – identify, describe and understand that using contraception is important.
2. Affective – affectively discuss the behavioural and the barrier methods of contraception
and the importance of using decision making skills.
3. Psychomotor – students will create a commercial for an adolescent audience on the
importance of using contraceptive methods.
RESOURCES AND MATERIALS:
Handout on the two contraceptive methods, whiteboard, whiteboard markers.
METHODS AND STRATEGIES:
Brainstorming, class discussions
PROCEDURE:
1). INTRODUCTION:
Students are asked to explain what contraception in their own words and to identify
methods of contraception.
2). SKILLS DEVELOPMENT ACTIVITY:
Based on the responses from the students, teacher will clarify and explain that
contraceptive methods are used to prevent pregnancy and the condom (male and female)
reduces the chances of contracting sexually transmitted diseases. Students are placed
in four groups to brainstorm ideas for their commercial. They are given fifteen minutes
to plan with assistance from the teacher. The teacher gives guidelines on the length
and content. Interpersonal skills and communication skills will be emphasized in the
preparation, after which, decision-making skills will be used.
3). CONCLUSION:
The groups present their commercials for the class. The students give
feedback on other group’s performances after which, the teacher gives
feedback on all performances. Teacher recaps and emphasizes the
point that the condom must only be used once during sexual intercourse
and then be thrown away.
ASSESSMENT:
Students are assessed on the content and effectiveness of their commercials for their target audience.
REFLECTION:
The session went smoothly. Once again I am hoping that the students paid close
attention to the information given and speak to their parents, guidance counsellor,
or teachers when they want to voice their concerns or have questions answered.
REFERENCES
_________________________________________________________________________________________________________________
Drakes, G., Eastland, C., Fuller M., Graham, C., Jenkins, B., (2011). Health and Family Life Education. A teacher’s guide. Macmillan
Publishers Limited.
Page, R., Page, T., (2011). Promoting Health and Emotional Well-Being in Your Classroom (5th edition).
Jones and Bartlett Publishers, LLC. Canada
Games for Adolescent Reproductive Health. Retrieved from
http://www.iwtc.org/ideas/10_games.pdf
Let’s talk about Sexual Heath. Video retrieved from
http://vimeo.com/43631114
Teen Pregnancy Awareness video. Retrieved from
http://www.youtube.com/watch?v=KhPfB605GSQ
CONTENT: Demonstrate an understanding of the concept of human sexuality
as an integral part of the total person that finds expression throughout the life cycle.
Analyze the influence of socio-cultural and economic factors, as well as personal
beliefs on the expression of sexuality and sexual choices.
(Taken from the Health and Family Life Education Common Curriculum. Sexuality and Sexual Health Theme Unit Forms 1-3)
CORE OUTCOME:
-Demonstrate knowledge of abstinence and of the barrier contraceptive method.
-Effective use of interpersonal skills, communication skills and decision-making skills.
TITLE: Contraception
CLASS: Form 3
TIME: 40 minutes
PURPOSE:
To teach students about contraception. It was mentioned in the previous
lesson that abstinence is the only way to be 100% sure that a female will not
get pregnant and that individuals will not contract sexually transmitted
infections. The students must also be informed that another contraceptive
method, the condom, is also known as the barrier method, is effective in
protecting against sexually transmitted diseases when used correctly and
consistently.
SPECIFIC OBJECTIVES:
1. Cognitive – identify, describe and understand that using contraception is important.
2. Affective – affectively discuss the behavioural and the barrier methods of contraception
and the importance of using decision making skills.
3. Psychomotor – students will create a commercial for an adolescent audience on the
importance of using contraceptive methods.
RESOURCES AND MATERIALS:
Handout on the two contraceptive methods, whiteboard, whiteboard markers.
METHODS AND STRATEGIES:
Brainstorming, class discussions
PROCEDURE:
1). INTRODUCTION:
Students are asked to explain what contraception in their own words and to identify
methods of contraception.
2). SKILLS DEVELOPMENT ACTIVITY:
Based on the responses from the students, teacher will clarify and explain that
contraceptive methods are used to prevent pregnancy and the condom (male and female)
reduces the chances of contracting sexually transmitted diseases. Students are placed
in four groups to brainstorm ideas for their commercial. They are given fifteen minutes
to plan with assistance from the teacher. The teacher gives guidelines on the length
and content. Interpersonal skills and communication skills will be emphasized in the
preparation, after which, decision-making skills will be used.
3). CONCLUSION:
The groups present their commercials for the class. The students give
feedback on other group’s performances after which, the teacher gives
feedback on all performances. Teacher recaps and emphasizes the
point that the condom must only be used once during sexual intercourse
and then be thrown away.
ASSESSMENT:
Students are assessed on the content and effectiveness of their commercials for their target audience.
REFLECTION:
The session went smoothly. Once again I am hoping that the students paid close
attention to the information given and speak to their parents, guidance counsellor,
or teachers when they want to voice their concerns or have questions answered.
REFERENCES
_________________________________________________________________________________________________________________
Drakes, G., Eastland, C., Fuller M., Graham, C., Jenkins, B., (2011). Health and Family Life Education. A teacher’s guide. Macmillan
Publishers Limited.
Page, R., Page, T., (2011). Promoting Health and Emotional Well-Being in Your Classroom (5th edition).
Jones and Bartlett Publishers, LLC. Canada
Games for Adolescent Reproductive Health. Retrieved from
http://www.iwtc.org/ideas/10_games.pdf
Let’s talk about Sexual Heath. Video retrieved from
http://vimeo.com/43631114
Teen Pregnancy Awareness video. Retrieved from
http://www.youtube.com/watch?v=KhPfB605GSQ