Sexuality Education for

Victorian Secondary Schools

Published by the Department of Education and

Early Childhood Development, Melbourne,
July 2013. State of Victoria 2013.
The copyright in this document is owned by the State of Victoria
or in the case of some materials, by third parties (third party
materials). No part may be reproduced by any process except
in accordance with the provisions of the Copyright Act 1968,
NEALS (see below) or with permission.
An educational institution situated in Australia which
is not conducted for profit, or a body responsible
for administering such an institution, may copy and
communicate the materials, other than third-party materials,
for the educational purposes of the institution.
Authorised by the Department of Education and Early Childhood
Development, 2 Treasury Place, East Melbourne, Victoria 3002.
Also published online at: http://www.education.vic.gov.au/
school/teachers/teachingresources/social/physed/Pages/
resources.aspx#1>.
Suggested citation:
Department of Education and Early Childhood Development
(2013), Catching On Later Sexuality Education for Victorian
Secondary Schools, Melbourne.

Acknowledgements
The collaborative support of the Australian Research Centre in Sex, Health and Society, La Trobe University,
has been critical in the development of this resource. Thanks are extended to Pamela Blackman, principal
writer, and contributors Associate Professor Anne Mitchell, director, and Jenny Walsh, manager, Community
Liaison and Education Unit.
Thanks are also extended to Dr Debbie Ollis, Deakin University, who acted as a consultant and contributor
for the years 9 and 10 activities. Dr Debbie Ollis was the principal writer of the original Catching On for
Years9 and 10 (2004), on which many of the revised years 9 and 10 activities are based.
Editor: Myfanwy Jones Freelance
Design: Jo-Anne Ridgway/Polar Design

The following organisations and individuals have provided advice and guidance during the development of
Catching On Later:
Victorian Curriculum and Assessment Authority
Nerida Matthews (AusVELS consultation)
Secondary School Nursing Program
Robyn Minty
Drouin Secondary College
Lyn Craig
Melbourne Girls College
Anna Crosswhite
Department of Health (DoH)
Roger Nixon
Deakin University
Dr Debbie Ollis
Catholic Education Office Melbourne
Mary Tobin
Independent Schools Victoria
Elspeth Adamson
Thank you to Anna Crosswhite and her students at Melbourne Girls College for trialling the materials and
providing feedback. Also to Louise Johnson, Kate Bourne and Karin Hammarberg from Victorian Assisted
Reproductive Treatment Authority (VARTA) who have provided advice and material for this resource.
Thanks are also extended to Dr David Corlett and Maree Crabbe for acting as consultants on aspects of
Catching On Later.
Thanks to Sunil Patel for his help in the production of photos and video.

Catching On Later

Contents
Acknowledgements i

Introducing Catching On Later 1

Introduction 2
Links with AusVELS Levels 7 and 8
4
Links with AusVELS Levels 9 and 10
7
Links with the UNESCO International Technical Guidance on Sexuality Education 10
Support for schools

11
User notes
12

AusVELS Level 7 Sexuality education activities

14

User notes specific to AusVELS Level 7

15

Learning sequence 1: Building classroom culture

1 Lets get started
2 Ground rules whats the point?
3 Designing our own classroom rules
4 Communication and body language
5 Question Box

16
17
19
22
24
28

Learning sequence 2: Needs assessment and priority setting

1 Introducing me
2 Think back

29
30
32

Learning sequence 3: Demonstrating prior knowledge

1 Matched pairs
2 Changes
3 Whats in the bag?
4 The Little Book of Conception to Birth

35
36
41
48
50

Learning sequence 4: Coping with change

1 Help Desk
2 Stepping into their shoes

58
59
64

Learning sequence 5: Looking at sexuality

1 What is this thing called sexuality?
2 Whats the message?
3 Being X the importance of fitting in

68
69
71
73

Learning sequence 6: Health, hygiene and help-seeking

1 Health and hygiene essentials
2 Check it out

76
77
82

Teachers choice learning sequences

Learning sequence 1: Establishing common ground revision or new content
1 Female and male reproductive organs
2 Reproduction
Learning sequence 2: Another aspect of sexuality and associated responsibilities
1 The sex in sexuality
2 Prevention the responsibilities of being sexually active

Catching On Later

85
86
87
92
101
102
107
ii

AusVELS Level 8 Sexuality education activities

User notes specific to AusVELS Level 8

110
111

Learning sequence 1: Getting started

1 Red light, green light what I think about sexuality education
2 Developing classroom rules
3 Introducing the Question Box

112
113
119
121

Learning sequence 2: Connecting past knowledge to the present

1 Adolescence the big picture

122
123

Learning sequence 3: Belonging and identity

1 Who am I?
2 Brick walls and wrecking balls
3 Think twice

131
132
136
141

Learning sequence 4: Degrees of love

1 Loves me, loves me not
2 How do I know?

150
151
158

Learning sequence 5: Talking about sex and relationships

1 When is the right time?
2 Why do people have (or not have) sex?
3 Choices and effects sexually transmissible infections (STIs) continuum
4 Contraception hope is NOT a method

162
163
169
172
178

Learning sequence 6: Help-seeking

1 Surfing is it the best source of information?

184
185

AusVELS Levels 9 and 10 Sexuality education activities

192

User notes specific to AusVELS Levels 9 and 10

193

Learning sequence 1: Sex, sexuality and gender

1 Take up a position
2 Gender whats pink and blue got to do with it?
3 Where do we get our messages?
4 Think, feel, do
5 Dimensions of sexuality
6 Gender impressions
7 Tram stop
8 Presenting sexuality content analysis exercise

194
195
200
204
209
212
219
223
229

Learning sequence 2: Relationships and communication

1 Relationships, love, desire and intimacy
2 The wall of love
3 Breaking the ice
4 When love ends
5 Sex what is it?
6 Communicating intimacy in a relationship

231
232
235
237
243
245
250

Learning sequence 3: Pressure, power and sexuality

1 What are the rules?
2 Stepping out

253
254
257

Catching On Later

iii

Learning sequence 4: Safer sex issues

1 Safer sex quiz
2 What do you need to know more about?
3 What are the things to consider when being sexually active?
4 How much do you know about STIs?
5 Who can I trust?
6 Dear Doctor, information please!
7 Contraception how to prevent an unintended pregnancy
8 Fertility and forming a family
9 How safe is that?
10 Things are not always what they seem
11 Thinking about sexual safety
12 Did I really press send?
13 Nightclub dilemmas
14 Writing the rights positive approaches to sexuality

260
262
269
272
274
278
283
286
291
301
306
308
312
319
324

Appendices 327
References 328
Some key findings of the 4th National Survey of Australian Secondary Students
330

Catching On Later

iv

Introducing Catching On Later

Introduction
Through the use of the sexuality education activities found in this curriculum resource, Victorian
secondary schools can feel confident their students are being provided with essential learning
about sexual health and respectful relationships through the schools core health education
curriculum. Catching On Later is backed by the very latest research into sexuality education,
and is strongly supported by the Australian Curriculum in Victoria (AusVELS) and Department of
Education and Early Childhood Development (DEECD) sexuality education policy.
Catching On Later will help young people understand the life stage they are in their sexual
development, their desire to link up with peers and the emotional impact of the many changes
that are taking place in their lives. These are changes in their bodies, their relationships, the
amount of freedom they have and the level of demands and expectations placed on them.
For all of these reasons they need new knowledge and skills in the sexual health area and
an opportunity to use their new cognitive abilities to make sense of their world and develop
a personal ethic to guide their decisions. They need to develop a capacity to understand the
conflicting messages they receive about bodies, sexuality, and popularity, and a chance to learn
where help and support is available before it is needed. Both schools and home have vital and
complementary roles to play in the rapidly shifting scenario of adolescent development.
What makes school-based sexuality education programs important and different to the lessons
children learn from home is that the lessons and discussions are carried out among peers.
Beliefs about what everyone else is doing are a crucial part of a childs decisions about how
they will behave. A young persons peer group is a force that can influence them strongly. It
can challenge unhelpful and damaging beliefs and behaviours, and provide more positive ways
of addressing the questions of adolescents. How to be liked, how to be cool, how to fit in and
avoid embarrassment, are early issues. As adolescence progresses, questions around the social
and moral aspects of sexual behaviour, contraceptive use, managing abstinence or avoiding
unwanted sex, become more important.
This resource is designed to assist teachers to explore these issues in the classroom. There
are lessons which are specifically designed to increase the basic knowledge that is central to
managing sexual health, but more commonly these lessons facilitate the exploration of the social
world of young people and help them with the many decisions they face in that world. Teachers
with restricted time need to select a balance of these elements to make up a well-rounded
program.
With the publication of Catching On Later, every compulsory school year level in Victoria is now
supported in the provision of comprehensive, developmentally appropriate, essential learning
about sexual health, sexual identity and relationships. Catching On Later is a natural progression
from Catching On Early. Teachers who have students in their classes where Catching On Early has
been used as the primary school resource will notice that students are familiar with some of the
content and pedagogy of particular activities. However, it is the intention of Catching On Later
that all students feel comfortable with the pedagogy; therefore, content and activities have been
carefully provided for those students who are well-prepared as well as for those who have not had
comprehensive sexuality education in their primary school years.

Catching On Later

Introduction

Underpinning documents
Catching On Later is based on elements of documents and research considered to be of great
importance to sound education in general and sexuality education in particular. These include:
Australian Curriculum in Victoria (AusVELS), DEECD <http://ausvels.vcaa.vic.edu.au/>
International Technical Guidance on Sexuality Education, UNESCO, 2009
<http://www.unesco.org/new/en/hiv-and-aids/our-priorities-in-hiv/sexuality-education/>

AusVELS
AusVELS is the Foundation to Year 10 Curriculum for all Victorian government and Catholic
schools, outlining what is essential for all Victorian students to learn during their time at
school from Foundation (F) to Year 10. Implementation of the AusVELS framework is from 2013.
Australian curriculum Health and Physical Education will be implemented later, subject to
Victorian education ministerial approval.
Each of the AusVELS domains is structured by eleven levels associated broadly with the years of
schooling, from Foundation (Prep) to Year 10. The levels represent typical progress of students at
key points within the stages of learning. It is recognised that students progress at individual rates
and may demonstrate achievement at a particular level earlier or later than is typical. The box
below compares the current (2012) VELS levels with the AusVELS levels. Catching On Later is for
students from AusVELS levels 710.

Nominal school year level

VELS level

AusVELS level

Prep/Foundation

Foundation

1
2
3
4
5
6
7
8
9
10

2
3
4
5
6

1
2
3
4
5
6
7
8
9
10

For more information refer to the Australian Curriculum in Victoria website:

<http://ausvels.vcaa.vic.edu.au/>.
For information related to Shape of the Australian Curriculum: Health and Physical Education,
see Health and Physical Education, Australian Curriculum, Assessment and Reporting Authority
(ACARA): <http://www.acara.edu.au/hpe.html>.

Catching On Later

Introduction

Links with AusVELS Levels 7 & 8

Matrix of classroom activities and AusVELS

Sexuality Education Activities

LEARNING
SEQUENCE
ACTIVITY
NUMBER

1
1

2
4

3
1

4
4

5
1

6
3

HEALTH AND PHYSICAL EDUCATION health knowledge and promotion

Key concepts found within the learning focus

physical, social and

emotional changes during

adolescence

the influence of family on

personal identity and values

community attitudes and

laws influencing the sense of

right and wrong

sexual health of young

people (e.g. safe sex,

contraception, abstinence,
prevention of STIs)

access reliable information

about healthissues

barriers and enablers to

accessing healthservices

INTERPERSONAL DEVELOPMENT building social relationships

Key concepts found within the learning focus

respect for the

individuality of others
and acknowledgement of
diversity ofindividuals

differing values and beliefs

held in local, national
and global contexts and
the impact these have on
relationships

the influences of peers on

behaviour

various forms of bullying and

the consequences for the
bully and the victim

strategies to build and

maintain positive social

relationships

Catching On Later

Links with AusVELS 7 & 8

Matrix of classroom activities and AusVELS

Teachers choice Sexuality Education Activities

1

LEARNING
SEQUENCE
ACTIVITY
NUMBER

2
2

HEALTH AND PHYSICAL EDUCATION health knowledge and promotion

Key concepts found within the learning focus

physical, social and emotional changes during adolescence

the influence of family on personal identity and values
community attitudes and laws influencing the sense of right and wrong
sexual health of young people (e.g. safe sex, contraception, abstinence, prevention of STIs)
access reliable information about health issues
barriers and enablers to accessing health services
INTERPERSONAL DEVELOPMENT building social relationships
Key concepts found within the learning focus

respect for the individuality of others and acknowledgement of diversity of individuals

differing values and beliefs held in local, national and global contexts and the impact these
have onrelationships

the influences of peers on behaviour

various forms of bullying and the consequences for the bully and the victim
strategies to build and maintain positive social relationships
AusVELS LEVELS 7 & 8

sexuality and sexual health

AusVELS LEVELS 9 & 10

sexuality and sexual health

Catching On Later

Links with AusVELS 7 & 8

Matrix of classroom activities and AusVELS

Sexuality Education Activities

LEARNING
SEQUENCE
ACTIVITY
NUMBER

1
1

2
3

3
1

4
3

5
2

6
3

HEALTH AND PHYSICAL EDUCATION health knowledge and promotion

Key concepts found within the learning focus

physical, social and emotional

changes during adolescence

the influence of family on

personal identity and values

community attitudes and laws

influencing the sense of right
and wrong

sexual health of young people

(e.g. safe sex, contraception,

abstinence, prevention of STIs)

access reliable information

about healthissues

barriers and enablers to

accessing healthservices

INTERPERSONAL DEVELOPMENT building social relationships

Key concepts found within the learning focus

respect for the individuality of

others and acknowledgement
of diversity ofindividuals

differing values and beliefs held

in local, national and global
contexts and the impact these
have on relationships

the influences of peers

onbehaviour

various forms of bullying and

the consequences for the bully

and thevictim

strategies to build and maintain

positive social relationships

Catching On Later

Links with AusVELS 7 & 8

Links with AusVELS Levels 9 & 10

Matrix of classroom activities and AusVELS

Sexuality Education Activities

LEARNING
SEQUENCE
ACTIVITY
NUMBER

1
1

HEALTH AND PHYSICAL EDUCATION health knowledge and promotion

Key concepts found within the learning focus

factors influencing the development ofidentity

variations in relationships over time
sexuality and sexual health
assumptions, community attitudes and stereotypes about young people
andsexuality

support strategies for young people experiencing difficulties in

relationships or with their sexuality

policies/practices related to sexual harassment, homophobia and

discrimination

INTERPERSONAL DEVELOPMENT building social relationships

Key concepts found within the learning focus

complex social conventions when interacting with others

local and global values and beliefs, and the impact on their own and
others social relationships

barriers to achieving positive relationships

strategies that could be used to overcome barriers to effective
relationships

skills and strategies to prevent and resolve conflict

Catching On Later

Links with AusVELS 9 & 10

Matrix of classroom activities and AusVELS

Sexuality Education Activities

LEARNING
SEQUENCE
ACTIVITY
NUMBER

2
1

3
4

HEALTH AND PHYSICAL EDUCATION health knowledge and promotion

Key concepts found within the learning focus

roles and responsibilities in sexual relationships

factors influencing the development ofidentity
variations in relationships over time
sexuality and sexual health
assumptions, community attitudes and stereotypes about young people
andsexuality

support strategies for young people experiencing difficulties in

relationships or with their sexuality

policies/practices related to sexual harassment, homophobia and

discrimination

INTERPERSONAL DEVELOPMENT building social relationships

Key concepts found within the learning focus

complex social conventions when interacting with others

local and global values and beliefs, and the impact on their own and
others social relationships

barriers to achieving positive relationships

strategies that could be used to overcome barriers to effective
relationships

skills and strategies to prevent and resolve conflict

Catching On Later

Links with AusVELS 9 & 10

Matrix of classroom activities and AusVELS

Sexuality Education Activities

LEARNING
SEQUENCE
ACTIVITY
NUMBER

4
1

10

11

12

13

HEALTH AND PHYSICAL EDUCATION health knowledge and promotion

Key concepts found within the learning focus

roles and responsibilities in sexual

relationships

factors influencing the development

ofidentity

variations in relationships over time

sexuality and sexual health
assumptions, community attitudes

and stereotypes about young people

andsexuality

support strategies for young people

experiencing difficulties in relationships

or with their sexuality

policies/practices related to sexual

harassment, homophobia and
discrimination

Medicare
INTERPERSONAL DEVELOPMENT building social relationships
Key concepts found within the learning focus

complex social conventions when

interacting with others

local and global values and beliefs, and

the impact on their own and others
social relationships

barriers to achieving positive

relationships

strategies that could be used to

overcome barriers to effective
relationships

strategies for managing peer influence

on relationships

skills and strategies to prevent and

resolve conflict

Catching On Later

Links with AusVELS 9 & 10

14

Links with the UNESCO International

Technical Guidance on Sexuality Education
The UNESCO International Technical Guidance on Sexuality Education (2009) explains what
sexuality education is and why it is important. The guidelines are organised around six
keyconcepts:
relationships
values, attitudes and skills
culture, society and human rights

human development
sexual behaviour
sexual and reproductive health.

There are 23 topics associated with these key concepts (see table below). Each of the topics is
linked to learning objectives for four distinct age groups: 58 years, 912 years, 1215 years,
and 1518+ years.
Catching On Later will focus on the age group 1215 years. UNESCOs six key concepts,
associated topics and learning objectives specified for this age group have been considered in
the planning and development of curriculum materials for this resource.
It is suggested that teachers become familiar with the International Technical Guidance on
Sexuality Education resource. The PDF can be found at:
<http://unesdoc.unesco.org/images/0018/001832/183281e.pdf>.

Six key concepts and related topics (UNESCO, 2009)

Relationships
> families
> friendship and romantic
relationships

> tolerance and respect

> long-term commitment, marriage
and parenting

Values, attitudes
and skills

> sexuality, culture and human

> norms and peer influence on

> sexuality and the media

> the social construction of gender
> gender-based violence including

of sexual learning
sexual behaviour

> decision-making
> communication, refusal and
> finding help and support

> sexual and reproductive

development

> reproduction
> puberty
> body image
> privacy and bodily integrity

> values, attitudes and sources

negotiation skills

Human
development

Culture, society
and human rights

Sexual behaviour
> sex, sexuality and the
sexual life cycle

> sexual behaviour and sexual

response

rights

sexual abuse, exploitation and

harmful practices

Sexual and
reproductive health

>
>

pregnancy prevention

>

HIV and AIDS stigma, care,

treatment and support

understanding, recognising
and reducing the risk of STIs,
including HIV

For further information, see the tables of learning objectives in Volume II of the International
Technical Guidance on Sexuality Education, UNESCO, 2009, pp. 7499.

Catching On Later

Links with the UNESCO International Technical Guidance on Sexuality Education

10

Support for schools

DEECD provides a comprehensive sexuality education website to support schools in the delivery
of sexuality education. A range of learning and teaching resources for Victorian primary and
secondary schools as well as specific webpages for principals, parents, external providers
and teachers are available on the DEECD website. All materials support a comprehensive,
whole-school learning approach to sexuality education. The website can be accessed at:
<http://www.education.vic.gov.au/school/teachers/teachingresources/social/physed/Pages/
sexualityed.aspx >
DEECDs School Policy and Advisory Guide (2011) includes a focus on sexuality education within
the Health Education Approaches section. It explains that comprehensive, inclusive sexuality
education is a compulsory part of a government schools health education curriculum, to be
taught and assessed by teachers.The full section can be accessed at: <http://www.education.vic.
gov.au/school/principals/spag/curriculum/Pages/health.aspx >.
DEECD also provides the Supporting Sexual Diversity in Schools policy (2008). The policy
emphasises inclusive learning and teaching. Learning in the AusVELS Health and Physical
Education domain provides specific references to same-sex attraction, homophobia and
discrimination. The Interpersonal Development domain addresses building positive relationships
and bullying issues. Schools must support, respect and be inclusive of sexuality diversity
including same-sex attraction. The full policy can be accessed at: <http://www.education.vic.gov.
au/school/teachers/teachingresources/social/physed/Pages/forprincipals.aspx#6>.

Catching On Later

Support for schools

11

User notes
Selecting activities for your class
Catching On Later encompasses AusVELS levels 710 and the age range 1116 years. It is
important that sexuality education is age-appropriate, and this is indicated in this resource
through the year-level divisions. Please note that AusVELS Levels 9 and 10 are a revised version
of Catching On for Years 9 and 10 (DEECD 2004).
It is acknowledged that these levels will not neatly reflect the maturity or understanding of all
students so teachers are invited to make a selection of activities across the levels to best respond
to the needs of their particular class. However, we recommend that the activities are taught
sequentially as much as possible.

Managing sensitivity issues in the classroom

Student disclosures and confidentiality
When teaching health education, classroom teachers often face confidentiality issues. In
order to safeguard students, all members of staff who teach health education should engage
in relevant professional training that includes techniques such as protective interrupting.
Protective interrupting is where a teacher interrupts a student as they begin to disclose personal
information. The teacher might suggest the student rephrase the statement in the third person,
or suggest the issue be discussed privately after class.
Teachers should try to anticipate potential issues or problems and take steps to avoid students
making personal disclosures. This would include teachers ensuring that ground rules are set
before discussions take place, as well as encouraging students to always relate information in
the third person.
Students and parents/guardians have a right to privacy and confidentiality. Teachers need
to be sensitive to a range of family structures and not presume that all students come from a
nuclear family. Teachers should never ask students to disclose information about their own or
theirfamilies:

sexual activity
sexual preference
blood-borne virus status
drug use (licit or illicit).

Under duty-of-care requirements, teachers are not able to promise absolute confidentiality
to students. Where a teacher forms a belief on reasonable grounds that a child is in need of
protection from physical injury resulting from abuse, neglect or sexual abuse, there is a legal
obligation under the Children, Youth and Families Act 2005 to make an official report.
It is important for teachers of health education to be familiar with the appropriate procedures
and policies relating to the safety and wellbeing of students. For further information, read the
sections Student Safety - overview and Supervision of Access (Duty of Care) in the School Policy
and Advisory Guide, 2011, DEECD: <http://www.education.vic.gov.au/management/governance/
spag/default.htm>.
Catching On Later

User notes

12

Student collection of sensitive information or data

In the survey activities in this resource, students may be asked to collect data about their outof-school life; for example, to list all the drugs kept in their home or to ask personal questions
of other people. Such surveys can place undue pressure on students and therefore the design
of these activities must be carefully monitored and evaluated. The principal must approve any
personal survey. Teachers should be conscious of issues relating to disclosure of personal
information (see the Information privacy section of the School Policy and Advisory Guide, 2011,
DEECD: <http://www.education.vic.gov.au/management/governance/spag/default.htm>)

Teacher comment on controversial issues

In the context of health education, teachers will need to address controversial topics relating to
politics, religion and moral values. A number of these topics will be appropriate and important to
discuss in the context of a comprehensive health curriculum. Such topics include:
sexual activity, including age of consent, contraception, pregnancy, abortion and sexually
transmissible infections (STIs)
sexual identity and sexual orientation
drug use, including alcohol and tobacco
relationships, including family relationships
power, violence, rape and sexual abuse
mental health, including depression
reproductive technology, such as IVF
divergent beliefs and views.
Teachers have a responsibility to ensure that students are provided with opportunities to consider
such issues systematically and objectively, and to become aware of the diversity of views held.
Teachers must not promote their own personal preferences in these matters. They should refrain
from deliberate acts or words that attempt to impose upon students, or to use students for the
propagation of, their own beliefs, opinions and practices. Schools must be able to assure the
community that these requirements are met.

Catching On Later User notes

13

AusVELS Level

Sexuality education activities

User notes specific to AusVELS Level 7

The questions and concerns of young people as they enter secondary school can vary
considerably. Some may have been exposed to a comprehensive and ongoing sexuality education
program in their primary school while others may have attended a one-off class. There may be
students who have had no prior opportunity to learn about and discuss sexual health. As well,
there will be significant variation in the level of parental communication regarding sexual health,
ranging from extensive to none at all.
For these reasons, the first section of this resource, AusVELS Level 7, also includes optional
learning sequences under the title Teachers choice. Establishing common ground can be used
to increase knowledge or for revision, as determined by the students level of understanding
in these areas. Another aspect of sexuality and associated responsibilities covers sexually
transmissible infections (STIs) and contraception. Depending on the maturity and prior
knowledge of your students, this learning may or may not be suitable for this age group at
thistime.
The core learning sequences at this level (the first set from 1 to 6) focus on relationships and
the concept of sexuality, and what these mean for the adolescent. They include skill-building
activities to enable healthy decision-making.

Relationship-building activities
If you and your students have a positive working relationship, you may not
find it necessary to use the activities focused on getting to know each other.
Relationship-building activities are at the start of the first three learning sequences.

Finding a common ground

When you begin your unit of sexuality education, its likely you will have a choice of
starting points depending on what, if any, sexuality education has been taught prior to the
commencement of your unit.
The way you introduce an activity can influence how well it is received. For example, if some of
the students have done a similar activity to the one you are about to do, but most of the class has
not, its often good to introduce it by saying something like: I know some of you may be familiar
with this activity so it will be revision, and Ill be interested to see how much you can remember.
Another method is to let those who are familiar with the material explain the key messages as
they recall them. You can then build on this knowledge.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

15

LEARNING SEQUENCE

Building classroom culture

1 Lets get started

2 Ground rules whats the point?
3 Designing our own classroom rules
4 Communication and body language
5 Question Box
AusVELS LEVEL 7
INTERPERSONAL DEVELOPMENT building social relationships

> strategies to build and maintain positive social relationships.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

16

AusVELS Level 7

Lets get started

LEARNING INTENTIONS

Learning Sequence 1

To provide an opportunity for the students and teacher to get to know each other.
To establish a norm for participating in an interactive classroom.

Preparation and materials

stopwatch or clock

Introduction
Sexuality education requires a high degree of trust. Students should be able to trust that the
information you provide is current and accurate. They should also be able to trust that they can
participate in open and sometimes sensitive discussions without fear of ridicule.
Positive relationships can lead to a high degree of trust but they dont just happen. Building
relationships between the students, and between the students and the teacher, is worth
spending time on.
Activities that allow students to mix with their classmates and share information can help
develop positive relationships. Its good to start with easy, non-threatening activities. Lets get
started is a simple activity that requires very little equipment or preparation. It offers you an
opportunity to:
Get to know the students. If the students dont know one another or you dont know them, this
is an opportunity to get a tiny glimpse of what theyre like.
Set the stage. Its good for students to understand, right from the start, that they will need
to mix and interact with one another in this class. This activity is a simple and safe step in
promoting that notion.

Instructions
1 When all your students have arrived for class, ask them to line up alphabetically, according to
their last names, along the back and sides of the classroom. A first initial may be used where
there are identical surnames. Time how long it takes to complete the task.

2 To check the task has been done correctly (and to help you learn the names of your students),
ask them to say their last names aloud in the order in which they are standing.

3 If they know each other well, ask them to say the name of the person next to them.
4 Now repeat the initial task but have the students order themselves according to first names.
5 Repeat the task using birthdates.
6 Finally, repeat the task according to students proximity to school, choosing a unit of measure
that is appropriate for your class (e.g. number of blocks, kilometres, number of train or tram
stops, or the time taken to get to school).

Catching On Later

AusVELS Level 7 Sexuality Education Activities

17

be better acquainted and the students will be getting used to contributing information during
activities. If you like, you can now ask them to do one of the tasks again to see if they can
improve on their time.

8 When you have finished the activity, ask them to take their seats in the order in which they

Teacher advice
If the students know each other they can do these tasks without speaking. If they
do not know one another, you may need to allow them to talk or use sign language.
Timing the tasks helps to move the activity along and gives them a bit more spark.

Discussion questions
Did you know all the names of the students in our class?
Are you sitting next to the person you would normally sit with in your classes?
Have you ever had a lengthy conversation with this person?
Why do we often move to the same group or persons when were at school?
How does this prevent us from developing new ideas or questioning old ideas?
(If we only exchange opinions with our friends, who tend to have similar perspectives,
we may never see things from a different point of view.)

Wrap up
In order to develop as a person, its important to explore new ideas and to connect these ideas to
our own experiences. Some of the activities in sexuality education will require us to investigate,
develop and test new ideas. It is important that we are able to clearly explain our ideas and
opinions to others, and support them with facts if necessary.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

18

Learning Sequence 1

are standing. If you think they might feel unhappy or threatened by this, let them know that in
the next lesson they can sit where they like. This is one way of getting them to mix without you
asking them directly to move away from their friends.

AusVELS Level 7

7 By the end of these tasks (you do not need to use all of them), you and the students should

AusVELS Level 7

Ground rules whats the point?

LEARNING INTENTIONS

Learning Sequence 1

To provide students with an opportunity to build positive relationships.

To develop shared expectations for learning and interacting within the classroom.

Preparation and materials

A3 copies of the game board, one per group
5 or 10 coins or other flat game markers, one coin per group

Introduction
In order to create a safe environment for teaching sexuality education, participants need to
develop an understanding of the importance of agreed expectations and rules regarding conduct
within the classroom. Before asking students to contribute their ideas regarding acceptable ways
to interact, its good to demonstrate why its important to have these rules and guidelines.
In part A of this activity, students get to explore the reasons behind establishing a set of agreed,
acceptable behaviours. In part B, they are required to develop their own set of rules. Depending
on the time available, you might like to complete the extension activity before wrapping up.

A Instructions
1 Ask students to think about some schoolyard, backyard or beach games they have played
with their classmates, family or friends. (Some examples may be board games, card games,
down-ball, basketball, keepings-off, beach cricket, and taking turns on the trampoline).

2 Ask for two or three volunteers to briefly describe the rules of one of these games to the class.

Discussion questions
Did everyone in the class have the same rules for the same game?
How many of you played beach cricket? What was your rule for hitting the ball into
the water? Why was that a rule?
Did anyone play games where the youngest player was given special considerations?
Have you ever played a board game where the youngest member gets the first turn?
Whats the purpose of this?

B Instructions
3 Divide the class into groups of four and hand out a game board and coin to each group.
4 Explain to the students that the object of the game is to be the first to score 21 points by
sliding the coin from the starting circle at the bottom of the game board towards the marked
court at the top of the page. Do not provide any further guidance or rules.

5 Let the students play the game for about five minutes.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

19

Wrap up
A game is not that different from a classroom. For everyone to learn and enjoy the sexuality
education classes, we need to understand the point of having agreed rules of conduct, and
then we need to set our own standards of behaviour for interacting within our class. We need to
consider the following points when we are designing our classroom rules:
Does everyone feel safe?
Does everyone get a chance to contribute to the lesson?
Do we value everyones contribution?

EXTENSION ACTIVITY >>

1 Ask students to return to their group and write up their own set of rules for how they will play
the game. Allow the students about 15 minutes to do this.

2 When they have finished, ask them to play the game and modify the rules where necessary.
3 Once they have played the game in their own group, ask one participant from each group to
teach their version of the game to another group. You only need to allow about five minutes for
this, as it is not important that the game has a result.

Discussion questions
Ask the students who were teaching the new groups how they found this experience. Were they
listened to?
Ask the participants in the groups what they found difficult about learning the new rules.
Which was more important in this exercise listening and learning new rules, or arguing about
how your own rules were better?

Catching On Later

AusVELS Level 7 Sexuality Education Activities

20

Learning Sequence 1

Ask students to put up their hands if they scored 21 points.

Who had the first turn and how was this decided? Was this a fair way to decide this?
Did everyone get a turn in the time allowed? If any of the groups had participants who did not
get a turn, ask them how it felt to be waiting.
When was each turn over? How was this decided?
What happened if the coin landed on the line?
What happened if the coin went off the board?
Are there ways of making this game better?

AusVELS Level 7

Discussion questions

LEARNING SEQUENCE 1

Activity 2

Game Board
AusVELS Level 7
Learning Sequence 1

1
3

2
1

START

Catching On Later

AusVELS Level 7 Sexuality Education Activities

21

AusVELS Level 7

Designing our own classroom rules

LEARNING INTENTION

Learning Sequence 1

To develop shared expectations for learning and interacting within the classroom.

Preparation and materials

whiteboard for brainstorming and recording ideas
large paper and coloured markers (for the list of rules to be displayed)

Introduction
If you did not have time to complete this activity in the same lesson as the previous activity in
this learning sequence (Ground rules whats the point?), ask students to think now about
the main things they learned playing the board game. Read out the below wrap up from the
previousactivity.
A game is not that different from a classroom. For everyone to learn and enjoy the
sexuality education classes, we need to understand the point of having agreed rules
of conduct, and then we need to set our own standards of behaviour for interacting
within our class. We need to consider the following points when we are designing our
classroom rules:
Does everyone feel safe?
Does everyone get a chance to contribute to the lesson?
Do we value everyones contribution?

Instructions
1 Ask students to brainstorm all the things they can think of that
would make this class setting as good as possible. Record these
on theboard.

2 Once you have gathered all the contributions, look at language

that might be inappropriate (this is also an opportunity to discuss
what sort of language will be used in the class). If you find any
inappropriate language in the contributions, ask, Would this
make someone feel unsafe or unwilling to participate? Change the
language that is inappropriate.

BRAINSTORMING TIPS
FOR TEACHERS
accept all ideas
add your own ideas, as you
are a part of the class too
use prompts, such as
earlier comments by
students, to promote
contributions
record all suggestions.

3 Put similar suggestions into groups, and for each of these groups write one representative
statement.

4 You may find that the students suggest consequences rather than ground rules these can be
removed or rewritten. Remind students that we are looking for statements that tell us how our
class environment should be, not how it shouldnt be.

5 Ask the students if there are any statements that dont need to be included. Debate these to
determine whether or not to remove them.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

22

AusVELS Level 7

6 Make up your final list. Ensure you write them as statements of how to interact with each
other rather than how not to interact with each other. Display these somewhere in the room
for easyreference.

7 Go back to the points you started with to see if they have been adequately covered. Does

Discussion questions
Who should be responsible for ensuring that we stick to these rules? Could we all share this
responsibility?
How will you let each other know when someone has behaved in a way that does not reflect
the agreed classroom rules? Hopefully we can all be sensitive about how this is done so that
no one needs to feel guilty or ashamed. Demonstrate how this might look by setting up a
roleplay.

ROLE PLAY
Ask three students to participate in a staged classroom discussion.
Student A gives a response to a question asked by the teacher.
Student B, in a stage whisper, says, Do you think anyone really
cares what you think? A number of students and the teacher have
overheard this comment. What is the best way to deal with the
situation? Suggest that Student C says to Student B, something
like, Thats a bit unfair. Whatever we want to say, we should be
able to feel safe saying it.

SAMPLE GROUND RULES

Wrap up

try to support each other

While we are getting used to the ground rules we have established

for our classroom, maybe we should keep them displayed where
we can all see them. We may also need to remind each other what
they are, so its important to phrase the reminder in a way thats
respectful, and to accept a reminder graciously.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

listen to each other respectfully

everyone has a right to speak
when speaking, stick to the point
wait for the person speaking to
finish before replying
when giving an example, speak
in the third person or make up
aname
respect each others cultural
traditions, beliefs, values, and
languages.
Modified from Ollis and Mitchell
(2001,p.10)

23

Learning Sequence 1

everyone feel safe? Does everyone get a chance to contribute to the lesson? Do we value
everyones contribution not necessarily for what it is but just because they made it?

AusVELS Level 7

Communication and body language

LEARNING INTENTION

Learning Sequence 1

To identify processes that will support learning goals through the awareness of good
communication.

Preparation and materials

prepare the cards Topics for discussion, one per pair of students
prepare the cards Behavioural cues, one per pair of students
(You may need to duplicate the cards to have enough for all the pairs. It is OK if some are
thesame.)

Introduction
In this activity students will have the opportunity to understand how body gestures and facial
expressions deliver both positive and negative messages. They will be able to practise the use of
body language that conveys interest and see the significance of this in successful communication.

Instructions
1 Ask the students to form pairs and designate Person A and Person B.
2 Each person in the pair is given a card. Person A has a Topics for discussion card and
PersonB has a Behavioural cues card.

3 The pairs do not share the information on their cards with each other.
4 Person A begins a conversation on their topic with Person B. During the discussion, Person B
acts out the behaviour described on their card. Allow the discussion to run for no longer than
two minutes as it is sometimes difficult to maintain.

5 Ask participants to describe to the class the body language being used and how it felt.
6 Brainstorm a list of positive signs that indicate interest; for example, eye contact, positioning
of the face, gestures, and verbal acknowledgements. Record this list on the board. (You may
want to add some ideas from the list Communication tips, below.)

7 Repeat the exercise but this time Person B uses the active listening techniques listed on the
board. Again, ask the participants to describe how it felt.

8 It is worthwhile swapping the roles of Person A and Person B. Person A selects a topic and
Person B demonstrates what active listening looks and sounds like.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

24

Body language can be more powerful than words. Were not always aware of our body language.
If we want to get a message across to someone we really care for and are interested in, its worth
making a concerted effort with our body language.

As well as using body language to convey interest, its important to ask questions and offer
responses that encourage the conversation. Active listening is a way of paying attention and
responding in a manner which helps the speaker to feel listened to, and in which both speaker
and listener gain a mutual understanding of what is being said.

COMMUNICATION TIPS
Find and maintain a comfortable level of eye contact and try not to be distracted by sights or
noises around you.
Check out the speakers body language and facial expression for cues as to how they are feeling.
Check your own body language and facial expression. Are you smiling, frowning, neutral etc.?
Any of these may be appropriate for the conversation as they can indicate that you understand
what is being said. Are you positioned at a similar level to the speaker and is your stance open
and friendly?
Show you are listening by making short verbal comments such as yes or uh-huh and/or smile
or nod.
Seek clarification or paraphrase something that has been said to show that you are listening and
following the conversation.
Unless you are asked for advice or your opinion, there is no need to give it.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

25

Learning Sequence 1

It is always obvious when body language doesnt match the words being used. Inconsistent body
language can imply insincerity or dishonesty.

AusVELS Level 7

Wrap up

LEARNING SEQUENCE 1

Cards

Topics for discussion

AusVELS Level 7

TOPICS FOR DISCUSSION

Person
A

Learning Sequence 1

Select one the following topics to discuss

with your partner:
your favourite TV show
your favourite movie
the best holiday you have ever had
your most embarrassing moment
your pet or favourite animal
your favourite song or band.
TOPICS FOR DISCUSSION
Select one the following topics to discuss
with your partner:
your favourite TV show
your favourite movie
the best holiday you have ever had
your most embarrassing moment
your pet or favourite animal
your favourite song or band.

Person
A

TOPICS FOR DISCUSSION

Select one the following topics to discuss
with your partner:
your favourite TV show
your favourite movie
the best holiday you have ever had
your most embarrassing moment
your pet or favourite animal
your favourite song or band.

Person
A

TOPICS FOR DISCUSSION

Select one the following topics to discuss
with your partner:
your favourite TV show
your favourite movie
the best holiday you have ever had
your most embarrassing moment
your pet or favourite animal
your favourite song or band.

Person
A

TOPICS FOR DISCUSSION

Select one the following topics to discuss
with your partner:
your favourite TV show
your favourite movie
the best holiday you have ever had
your most embarrassing moment
your pet or favourite animal
your favourite song or band.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

Person
A
26

LEARNING SEQUENCE 1

Cards

Behavioural cues
AusVELS Level 7

BEHAVIOURAL CUES
Behave as if you are not interested or
dont care.

Person
B

Learning Sequence 1

Yawn, roll your eyes etc.

BEHAVIOURAL CUES
Interrupt every time they say something.
Top their story with a better, more
fantastic, one of your own.

Person
B

BEHAVIOURAL CUES
Be an active listener.
Nod your head, ask questions and
maintain eye contact.

Person
B

BEHAVIOURAL CUES
Behave as if you would rather be
somewhere else.
Look at the clock, your watch or
yourphone.

Person
B

BEHAVIOURAL CUES
Do not make eye contact.
Look out the window or somewhere else.
Fidget with things such as a pen, paper,
your clothing etc.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

Person
B
27

AusVELS Level 7

Question Box

LEARNING INTENTION

Learning Sequence 1

To support students to generate and investigate questions.

Preparation and materials

one lidded box with a slot cut into the top (shoe box or other small box)
strips of paper of equal size, one for each student

Introduction
Due to the nature of sexuality education, teachers need to give students an opportunity to ask
questions anonymously. Teachers can then provide students with correct information in response
to these questions. The Question Box can promote inquiry and provide an opportunity to present
new, engaging content which reflects the real world of students as asked for by them.
This activity is ideal for the end of every lesson. Completing it at the end of the lesson gives you
time to find the most up-to-date information before reporting back. In the beginning there may
be questions that have been put in just to test what sort of reaction they will get. Treating each
question seriously is the best way to respond. If you are unsure how to respond to a particular
question, you could read it in class and say that you werent sure what this meant, and would
the person who wrote it please write the question again in another way that will help you to
understand it. This rephrased question can be placed, anonymously, in the Question Box at the
end of the lesson along with all the other questions.

Instructions
1 Bring into class the prepared box with the slot for posting questions.
2 Hand out strips of paper of equal size to help keep the questions anonymous.
3 Give the students time to think about something they would like to know the answer to.
4 Ask everyone to write their question on the paper provided. If they cant think of a question
they can write something they would like to know more about. If they are unable to do that,
they can write that they have no question at this time. Making sure that everyone writes
something down helps to keep the questions anonymous.

5 As the students leave the room at the end of the lesson ask them to drop their questions into
the Question Box for you to respond to at the start of the next lesson.

VARIATION
Using the strips of paper, ask students to comment anonymously on the lesson youve just
had. You might ask, for example: What do you think was the purpose of this lesson? What
was the most interesting part? What would you change to make it better? What was missing?
Students can post their responses on the way out of class.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

28

LEARNING SEQUENCE

Needs assessment and

priority setting

1 Introducing me
2 Think back
AusVELS LEVEL 7
HEALTH AND PHYSICAL EDUCATION health knowledge and promotion

> physical, social and emotional changes during adolescence

> access reliable information about health issues
> barriers and enablers to accessing health services.
INTERPERSONAL DEVELOPMENT building social relationships

> strategies to build and maintain positive social relationships.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

29

AusVELS Level 7

Introducing me

LEARNING INTENTION

Learning Sequence 2

To provide students with an opportunity to build positive relationships.

Preparation and materials

sticky notes (super-sticky if possible), one per student
coloured markers or pens which are bold and bright enough to be clearly visible on the
stickynotes
open space where students can move around easily

Introduction
If you used the Question Box in your last lesson, answer the questions at the beginning of class.
Prior to starting this activity, revisit the list of shared expectations around classroom conduct that
was developed in Learning sequence 1, activity 3, Designing our own classroom rules.
This activity has been included to provide students with another quick way of getting to know
each other. The teacher should participate if there are an odd number of students.

Instructions
1 Give a sticky note to each person.
2 Ask the students to write the name they like to go by at the top of the sticky note. Now ask the
students to write three statements about themselves two must be true and one false, but
not necessarily in that order. The statements should not be too obvious so that they can easily
disguise the false statement.

3 Have the participants stick their notes onto their left shoulders. Ask everyone to find a partner
and stand together.

4 Read your partners note and discuss what is written on it. Take a guess at which statement
isfalse.

5 After two or three minutes, check that everyone has finished. Allow a little more time
ifrequired.

6 When everyone has finished, ask students to move onto a new partner and repeat instructions
four and five.

7 Finish the activity when everyone has visited five classmates.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

30

AusVELS Level 7

Teacher advice

Learning Sequence 2

If you think the students in your class will move only within their friendship group,
you can facilitate greater circulation by creating an inner and outer circle. First ask
students to select a partner then assign the numbers one and two to the students
within each partnership. Ask all the number ones to form an inner circle facing
outwards, and the number twos to form an outer circle facing in towards their
partners. Continue with instructions four and five above. When it is time to change
partners, have the outer circle move two places to the right and begin the process
again. Repeat until all students have visited five classmates.

Discussion questions
Were there any surprises? Ask each student to introduce their final partner to the class using
the two true statements.
(This activity was modified from Taught Not Caught, The Clarity Collective, 1990, p. 48.)

Catching On Later

AusVELS Level 7 Sexuality Education Activities

31

AusVELS Level 7

Think back

LEARNING INTENTIONS

Learning Sequence 2

To provide students with an opportunity to remember what they have learned in sexuality
education in order to establish prior knowledge.
To provide students with the opportunity to connect prior knowledge with the setting of
learning goals within sexuality education.
To recognise and alleviate the embarrassment that young people may feel in talking about
sexuality.
To establish language that is age-appropriate and respectful for use in the schoolsetting.

Preparation and materials

statement cards, one set per pair of students
draw the diamond shape on the board as shown opposite

1
2
4

3
5

6
8

Introduction
Explain to the class that as we are about to begin a unit of work on sexuality, this activity is a
warm-up exercise based on the sexuality education they received in primary school. Sexuality
might be most easily explained to students as involving puberty and sexual development in
general, babies, bodies, sexual feelings and relationships.

Instructions
1 Begin by asking the group the following questions:

Did you have sexuality education at primary school?

Did you learn about puberty?
Did you learn how babies are conceived?
What else did you learn?
Is there anything you wanted to learn about but didnt?
Why do you think you werent taught some things?

2 Write the following statement on the board: In sexuality education, it is important for us
tolearn

3 Ask the students to work in pairs and give each pair a set of the ten statements.
4 Now ask the pairs to prioritise the statements into a diamond shape with their number one
learning priority at the top, two and three on the next row, four, five and six on the middle
row, seven and eight next below, and number nine, the least important priority, on its own at
the bottom (there will be one left over).

Catching On Later

AusVELS Level 7 Sexuality Education Activities

32

pair. They should then work together with one set of statement cards to create a diamond that
they all agree represents a good order of priorities. Hopefully being able to list some priorities
on the same level will make it easier to compromise.

6 Ask each group of four to feed back their top three priorities. Write these on the board.

7 Ask the students what they would include if they were designing a sexuality education
program for their year level.

Teacher advice
It is important at this time to ensure that what the students feel they need to
know is covered. If they need to know more about the physical changes of puberty,
menstruation or reproduction, use the activities in AusVELS Level 7 Teachers choice,
Learning sequence1.

VARIATIONS
At instruction 7, if you wish, you could develop and use coloured voting cards with
green meaning yes, I would like this topic included, yellow for unsure and need more
information before I can decide and red for no, its not of interest. Students could vote
individually, in pairs or in groups. The teacher records the votes next to the topics.
Alternatively, you could use an interactive whiteboard voting system to determine the
order of priorities (1, 2 or 3) for each group. Write the ten statements on the board and ask
one student from each group to come up to the board and assign the coloured dots to the
matching idea. On an interactive whiteboard the dots are used like a cut and paste so this
is a very good visual.
What it might look
like after three
groups have voted.

Is this normal?

About body image

About romance
About sex

2
1

About contraception

How to ask questions and get help

About human reproduction

How to manage friendship
About getting along with family

About sexually transmissible infections (STIs)

Catching On Later

AusVELS Level 7 Sexuality Education Activities

33

Learning Sequence 2

Discuss why the groups thought these were the most important priorities. As part of the class,
the teacher should also have some input into this discussion.

AusVELS Level 7

5 When the students have finished creating their diamond, ask each pair to join up with another

LEARNING SEQUENCE 2

Statement cards

We need to learn

We need to learn

IS THIS NORMAL?

HOW TO ASK QUESTIONS AND

GET HELP

All about physical and sexual development.

AusVELS Level 7

We need to learn

We need to learn

We need to learn

ABOUT BODY IMAGE

ABOUT HUMAN REPRODUCTION

Tips on feeling OK about myself and

mybody.

How does pregnancy occur?

We need to learn

We need to learn

ABOUT ROMANCE

HOW TO MANAGE FRIENDSHIP

What is love? What does love feel like?

Why or why not have romantic relationships
at this age? What are the different kinds of
romantic relationships?

Tricks and tips for getting on with each

other.

We need to learn

We need to learn

ABOUT SEX

ABOUT GETTING ALONG WITH FAMILY

Making up my mind personal values

about being sexual including how we treat
one another.

How to manage conflict between me and

other family members.

Whats the right age?

I just want to be me not like my brother

orsister.

When is it considered sex?

With more privileges come more

responsibilities.

We need to learn

We need to learn

ABOUT CONTRACEPTION

ABOUT SEXUALLY TRANSMISSIBLE

INFECTIONS (STIs)

What is it and how does it work?

Who needs to use it?

Catching On Later

AusVELS Level 7 Sexuality Education Activities

Learning Sequence 2

How to get help when you just want to ask

a small but embarrassing question, or when
you are worried and upset.

What are they and how to prevent them?

34

LEARNING SEQUENCE

Demonstrating prior knowledge

1 Matched pairs
2 Changes
3 Whats in the bag?
4 The Little Book of Conception to Birth
AusVELS LEVEL 7
HEALTH AND PHYSICAL EDUCATION health knowledge and promotion

> physical, social and emotional changes during adolescence.

INTERPERSONAL DEVELOPMENT building social relationships

> strategies to build and maintain positive social relationships.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

35

AusVELS Level 7

Matched pairs

LEARNING INTENTION

Learning Sequence 3

To provide students with an opportunity to build positive relationships.

Preparation and materials

prepare cards Matched pairs, one set

Introduction
Young people who do not know each other well, and who may be reluctant to step outside of
their comfort zones to talk with one another, need to practice verbal and non-verbal skills that
can promote communication and help build relationships. This activity provides a quick and nonthreatening way for young people to share information and then discuss what skills are needed
to do this. This is important as sexuality education requires discussion in pairs and groups, not
necessarily just with close friends.

Instructions
1 Hand out one card to each student. Include yourself if there are an odd number of students.
2 Participants then have to wander around the room until they find the other half of their pair.
The pairs might be opposites (e.g. night and day) or two words that often go together
(e.g. egg and bacon).

3 When everyone has found their partner, ask the pairs to spend two minutes (one minute each)
answering this question: Whats your favourite meal and who prepares it for you?

4 Ask each pair to introduce their partner to the class using the information they were
justgiven.

Discussion questions
What social skills were needed to participate in this activity? (If necessary, revisit the active
listening skills discussed in AusVELS Level 7 Learning sequence 1, activity 4, Communication
and body language.) Possible answers might include: making eye contact; listening; and
body language that suggests interest in the other person (e.g. nodding, smiling).
Was there anything about the organisation of the activity that assisted you to do this?
Forexample, the instructions were simple; no one was left out; the question was safe.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

36

LEARNING SEQUENCE 3

Matched pairs

Dry

Up

Down

Salt

Pepper

Eggs

Bacon

Night

Day

AusVELS Level 7 Sexuality Education Activities

Learning Sequence 3

Wet

AusVELS Level 7

Catching On Later

Cards

37

LEARNING SEQUENCE 3

Matched pairs

Right

Hello

Goodbye

Lost

Found

Cat

Dog

Front

Back

AusVELS Level 7 Sexuality Education Activities

Learning Sequence 3

Left

AusVELS Level 7

Catching On Later

Cards

38

LEARNING SEQUENCE 3

Matched pairs

Cold

Knife

Fork

First

Last

Fish

Chips

Yes

No

AusVELS Level 7 Sexuality Education Activities

Learning Sequence 3

Hot

AusVELS Level 7

Catching On Later

Cards

39

LEARNING SEQUENCE 3

Matched pairs

Go

Rain

Shine

Big

Little

Fast

Slow

Easy

Hard

AusVELS Level 7 Sexuality Education Activities

Learning Sequence 3

Stop

AusVELS Level 7

Catching On Later

Cards

40

AusVELS Level 7

Changes

LEARNING INTENTIONS

Learning Sequence 3

To provide students with an opportunity to demonstrate what they have learnt in sexuality
education, to establish prior knowledge and set learning goals.
To recognise and alleviate the embarrassment that young people may feel in talking about
sexuality.
To establish language that is age-appropriate and respectful for use in the schoolsetting.

Preparation and materials

A3 copy of the worksheet Physical changes in puberty, one per group
set of four information sheets Physical changes, Social changes, Emotional changes and
Cognitive changes, for teacher-use

Introduction
This activity can be used to check prior knowledge as well as providing a learning opportunity to
those students who have not been exposed to all the information contained on the worksheet.
This should help establish a shared understanding within the class of what puberty entails.
Introduce this activity by acknowledging that most students have probably covered this
information in primary school but that its always good to see what everyone remembers, and to
check that what they remember is accurate.

Teacher advice

There is a lot of information contained in the teacher information sheets. The purpose
of this is to outline the less-explained aspects of adolescent development the
emotional, social and cognitive changes in order to highlight how changes beyond
the physical affect young peoples experience of adolescence and their behaviours
and choices around sexuality. Some changes are hard to categorise as either a social
or emotional event and it is not critical that students make the distinction. What is
important is that the students can appreciate that these elements of development
combine and affect their lives.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

41

AusVELS Level 7

Instructions
1 Divide the class into groups of four. Hand out the worksheet Physical changes in puberty
to each group.

2 Ask the students to brainstorm as many physical changes that occur during puberty as they

3 When the time is up, ask each group to count the number of changes they were able to
remember and report this number to the rest of the class.

4 The group with the most changes then reads them out and the other groups tick off the ones
they have that are the same and add the ones they dont to their own lists. Make sure to
correct any misinformation.

5 Ask the other groups to report any changes to the class that have not been mentioned.
Once again, groups should add these to their own lists if they dont already have them.
Use the teacher information sheet Physical changes to add any changes that the students
have not mentioned. The list can also be used to help explain some of these changes.

6 Ask the class how easy it was to remember all the physical changes. What did they notice
about the list that they made? Many changes occur to both males and females, and some
changes for males and females are quite similar.

7 For the next part of the activity, ask the groups to turn over the paper and brainstorm for five
minutes other changes that take place around this time, e.g. social and emotional changes,
and changes at home. Remind the students that when they are brainstorming the changes at
home, these may vary quite a bit among them but to list all of them.

8 To report back to the class, this time ask one group to read three items from their list then
move onto a new group. Continue around the groups until there are no more new items.
Once again, use the teacher information sheets, Emotional changes and Social changes
to add anything the students have not mentioned. The lists can also be used to help explain
somechanges.

Wrap up
Read the information sheet Cognitive changes and discuss the implications of these for
youngpeople.
Following the steps for using the Question Box in Learning sequence 1, activity 5, ask students to
write down any questions they may have about the changes in puberty which will be answered in
the next lesson.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

42

Learning Sequence 3

can remember. List them under the headings of Female, Both or Male. Tell the students
they have just five minutes to do this and that their target is to come up with 15 changes.

: PHYSICAL CHANG

LEARNING SEQUENCE 3

Information sheet

Physical changes

BREAST DEVELOPMENT
This is the first sign of puberty in girls. Breasts
may grow unevenly with one breast larger than
the other. Breasts are tender and sensitive
during this phase but the tenderness stops
once the breasts are more fully developed.
Hormones can also cause boys breasts to
develop slightly. This is quite common and
usually wears off after a year or so.
BECOMING FERTILE
The puberty phase of life is said to be
complete when the body is physically capable
of reproduction. This is usually reached by age
13 for girls and 14 for boys, though obviously
there is some variation.
MENARCHE
The first menstrual period.
MENSTRUATION
Girls can have their first period anywhere
between ages nine and 15, with the average
age currently at 12.5 years. This means she
has begun ovulating and could become
pregnant if she had sexual intercourse. During
ovulation the egg (or ova) is released from the
ovaries. A lining builds up in the uterus ready
to nest the egg when it arrives. If the egg is
not fertilised, the body sheds the egg and the
tissue lining through the vagina.
SPERMARCHE
The first ejaculation. This means the male
body has now started making sperm.
NOCTURNAL EMISSIONS
An involuntary emission of semen during sleep,
usually accompanied by a wet dream (an erotic
dream accompanied by ejaculation of semen).

BODY ODOUR
Increasing sweating and an adult body odour.
WEIGHT GAIN
Both males and females gain weight during
puberty. By the end of puberty males have
heavier bones and nearly twice as much
muscle. This muscle develops mainly during
the later stages of puberty. Girls fat tissue
increases to a greater percentage of the total
body than in males, and the hips grow wider.
BODY HAIR
Hair on arms and legs becomes darker and
thicker. Facial hair growth begins in the later
teen years for boys.
DEVELOPMENT OF INTERNAL AND
EXTERNAL SEX ORGANS
Female external sex organs: the vulva
which includes the labia, vaginal opening
and clitoris.
Female internal sex organs: vagina, uterus
and ovaries.
Male external sex organs: scrotum and
penis.
Male internal sex organs: testes.
SEXUAL FEELINGS BECOME STRONGER
Males and females can have sexual feelings
any time in their lives but these get much
stronger around puberty.
PIMPLES
The skins oil glands will produce excessive
amounts of sebum a light yellow, oily fluid.
VOICE GETS DEEPER
As bones, cartilage and vocal cords grow, your
voice starts to sound like an adults.
BODY SHAPE CHANGE
Female pelvis widens and more muscle fibre is
produced in males.

OILY HAIR
During puberty the sebaceous glands produce
extra oil which can make your hair look shiny
and greasy.
PUBIC AND UNDERARM HAIR
Sometimes this starts before periods or sperm
production has begun.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

43

Learning Sequence 3

GROWTH SPURT
Bones continue to grow until about age 15 for
girls and two years longer for boys. Thats why
men often end up 13 cm taller than women
and seem to sprout extra-long legs and arms
before the body catches up.

AusVELS Level 7

Physical changes

LEARNING SEQUENCE 3

Information sheet

Social changes

From around the age of 14, teenagers become

more able to appreciate and enjoy friendships
with people whose interests, appearance and
beliefs are different to theirs, and they may
broaden their friendship group to include both
boys and girls.
PEERS ARE VERY IMPORTANT
You start to place a higher value on friendship
and want to spend more time with friends.
Family are still very important but you are
adding friends to your support crew.
DISAGREEMENTS AT HOME
There may be more disagreements with family
about what to wear and doing homework, for
example as you practice your new thinking
powers and try to connect more with friends.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

HAVE MORE OR DIFFERENT

RESPONSIBILITIES
You probably have the responsibility of looking
after your own room which may be a room
you share with a brother or sister. You may be
asked to prepare your own lunches or possibly
pick up younger family members on your way
home from school.
MIGHT WANT A BOYFRIEND OR
GIRLFRIEND
This is where you can start to feel a real
difference among your peers. It can be difficult
if all your friends seem to be with someone
and you would like to be, but most people at
this age will not have a relationship.
MORE UNSUPERVISED TIME
Allowed to go out more, enjoy more
unsupervised time on the computer, and
perhaps have your own mobile phone.

44

Learning Sequence 3

CHANGING FRIENDSHIPS
Between the ages of 10 and 14, young people
tend to hang out with others of the same sex
and choose friends who are most like them.

AusVELS Level 7

Social changes

LEARNING SEQUENCE 3

Information sheet

Emotional changes
AusVELS Level 7

Emotional changes
REQUIRED TO MAKE MORE DECISIONS
AND VERY CONSCIOUS OF WHAT PEERS
THINK ABOUT YOU
You care a lot about what everyone else is
doing which tends to guide your decisions.

LOTS OF CHANGES, A NEW SOCIAL

CROWD AND STRONGER EMOTIONS CAN
BE REALLY HARD IF THINGS ARE GOING
WRONG IN YOUR LIFE
Not knowing how to sort these things out can
lead to trying to find love and comfort, or just
acceptance and belonging, through sex, or
numbing feelings with alcohol. The tendency
of ads, and of young people, to romanticise
some adult habits can make it even more
difficult to make sense of these emotions.

SEXUAL ATTRACTION
Another part of learning about yourself is
noticing who you are sexually attracted to.
This can change and keep on changing.

FEELINGS OF LOVE AND PASSION

MAY START
And heartbreak.

REQUIRED TO SOLVE MORE PROBLEMS

Because you can now think in a more
complicated way, life can get more
complicated too BUT you are also more
capable of learning positive ways to approach
problems.

VERY CREATIVE TIME OF LIFE

Lots of thoughts, ideas, and strong feelings.
LEARNING HOW TO GET ALONG WITH
OTHERS AND HOW TO BE A GOOD FRIEND
Young people place a high value on the
qualities of loyalty, frankness (honesty), trust
and being able to share private thoughts and
feelings.
GROUP MEMBERSHIP VS. ROMANTIC
RELATIONSHIP
At this age people tend to be more concerned
with learning how to get on with the herd
rather than an intense one-on-one romantic
relationship. Sometimes there is a higher
priority on the acceptability of the boyfriend
or girlfriend to their group than in their
relationship with that person.
GET REALLY UPSET WHEN TREATED
UNFAIRLY
Sense of fairness and justice may be very
important to you.
CRAVING FOR PRIVACY
You want to work things out for yourself rather
than being told.
FEAR OF BEING TEASED
Vulnerable to rejection and more selfconscious which can lead to feelings of
loneliness or isolation.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

45

Learning Sequence 3

EXPERIMENTING WITH A DIFFERENT

YOU
You become interested in trying different
styles, different music, etc. You may be aware
of an inner life that seems separate to the
body, and be questioning and learning who
you are as well as imagining a possible you in
the future. One part of figuring out who you are
relates to your gender: what kind of male or
female you would like to be, or are. There are
many strong messages around telling you how
to be male or female.

LEARNING SEQUENCE 3

Information sheet

Cognitive changes

BRAIN PRUNING
The brain is pruning back the connections
you arent using now so skills you practice
during adolescence (e.g. communication and
friendship skills, problem-solving, playing a
sport, etc.) are more likely to stick with you for
the rest of your life.

MORE RISK-TAKING
You want to take more risks and stretch
yourself beyond your former limits, which is
good for learning and for your self-esteem. Of
course there is also the kind of risk-taking that
can be very dangerous for how you feel about
yourself too.
ONLY PARTIALLY DEVELOPED
MECHANISMS FOR CONTROLLING
EMOTIONS
You are shifting from acting on gut reactions
to being able to stop, think and take a more
intellectual, considered approach. Youll need
to practice this for a while.

YOU CAN DO MENTAL TASKS THAT

CHILDREN CANNOT DO
You are more able to consider a range of
options, which means you can hold them in
your head and sort through them better than
you were able to as a child. You can set distant
goals instead of only aiming for whats good
in the next hour. You can cope with shades of
grey. You can ignore or screen out irrelevant
information and you can pay attention and
concentrate.
CHILDREN CAN DO SOME MENTAL
PROCESSES FASTER THAN YOU!
It seems that reading others emotions gets
harder at this stage of life, maybe because
there is so much going on in your brain. This
can make emotional situations trickier and
more confusing. It also means that putting
yourself in other peoples shoes and imagining
how they are feeling is harder for you now
than it will be when you are an adult. This
may be one reason why young people can be
unthinkingly cruel to one another.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

46

Learning Sequence 3

THE BRAIN REACHES ITS MAXIMUM

SIZE DURING ADOLESCENCE BEFORE
GOING THROUGH PRUNING AND
REORGANISATION
There are more thinking power cells
(grey matter) but connections need some
streamlining to enable you to get faster access
to seeing consequences.

AusVELS Level 7

Cognitive changes

LEARNING SEQUENCE 3

Worksheet

Physical changes in puberty

AusVELS Level 7

Physical changes in puberty

FEMALE

BOTH

MALE

Learning Sequence 3

Catching On Later

AusVELS Level 7 Sexuality Education Activities

47

AusVELS Level 7

Whats in the bag?

LEARNING INTENTIONS

Learning Sequence 3

To provide students with an opportunity to demonstrate what they have learnt in sexuality
education, to establish prior knowledge and set learning goals.
To recognise and alleviate the embarrassment that young people may feel in talking
aboutsexuality.
To establish language that is age-appropriate and respectful for use in the schoolsetting.

Preparation and materials

One mystery bag for each group containing:
large piece of cardboard or poster board
two ping pong balls
string
coloured wool
clay
two paper or plastic cups
handful of pipe cleaners

a piece of aluminium foil

two uninflated balloons
glue
pair of scissors
adhesive tape
coloured markers
any other materials you think will work

Introduction
This activity has been included to determine students prior knowledge of the male and female
reproductive systems. It also provides an opportunity, where necessary, to enhance student
knowledge regarding reproduction. The posters that are made in this session will be used in the
next activity to discuss conception.

Instructions
1 Divide the class into groups of four or five.
2 Allocate either the female or male reproductive system to each group and ask them to depict
it as a collage using the contents of the mystery bag.

3 In their groups, students should spend a little time planning the collage to determine which
materials will best suit the various parts of the reproductive system. If you think they might
have trouble doing this activity, offer each group a diagram of the relevant reproductive
system (they can be easily obtained through the internet, for example, via a Google image
search). Ask students to label the various parts (see lists below).

4 When everyone has finished, get students to sit in a large circle and display the collages in
the centre in order for everyone to admire their works of art.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

48

fallopian tube
ovary
uterus
cervix
the external os
vagina
vaginal opening
urethral opening
clitoris
labia
pubic hair
anus
bowel
bladder
urethra.

penis
urethra
urethral opening
bladder
prostate gland
seminal vesicle
vas deferens
epididymis
testicle
scrotum
pubic bone
bowel
anus
pubic hair
glans.

Learning Sequence 3

Male reproductive system

AusVELS Level 7

Female reproductive system

Discussion questions
Is it easier to remember the reproductive parts of the female or male? Why?
Do you think that participating in this activity will help you to remember the reproductive
organs? Why?
What was something new or interesting that you learned from this activity?

Wrap up
To ensure that everyone understands the changes of puberty and the reproductive organs, use
the Question Box at the end of class so that students can indicate any points they would like
clarified at the start of the next lesson.
(This activity was modified from Taught Not Caught, The Clarity Collective, 1990, p. 115.)

Catching On Later

AusVELS Level 7 Sexuality Education Activities

49

AusVELS Level 7

The Little Book of Conception to Birth

LEARNING INTENTIONS

Learning Sequence 3

To provide students with an opportunity to demonstrate what they have learnt in sexuality
education in order to establish prior knowledge and set learning goals.
To present new content.
To provide a strategy for students to organise new and existing knowledge.

Preparation and materials

A3 copies of the template The Little Book of Conception
to Birth, two per student (one is for drafting)
pairs of scissors
coloured markers
fine-line coloured markers
equipment for viewing YouTube video on how to make the book
(make sure you have taught yourself first!)
<http://www.youtube.com/watch?v=KPqlulX6ocw&feature=youtu.be>

Introduction
There are several ways for women to conceive: artificial insemination, in vitro fertilisation (IVF)
and, most commonly, sexual intercourse. This activity is concerned with conception through
sexual intercourse but its important to inform students that there are families where the other
methods are better and more appropriate. It is also important to recognise that there are families
where the young person is adopted or fostered and/or where the parents are of the same sex.

Instructions
1 Ask the students to sit in a large circle. They will each need a pencil and one copy of the
template The Little Book of Conception to Birth. Explain that they will each be writing their
own story of conception and they need to use the spare template for taking notes and drafting
their book.

2 Briefly describe artificial insemination and IVF and why it is appropriate to have these
methods available. (For more information, use the Assisted reproductive technology cards in
AusVELS Levels 9 and 10, Learning sequence 4, activity 8, Fertility and forming a family and
this useful website <http://www.varta.org.au/what-is-assisted-reproductive-treatment-art/
w1/i1004206/>).

3 Place the collage posters from the last lesson in the centre of the circle. Using the posters as
a visual aid, describe how conception takes place. (Teacher notes below are useful here.)
At each step of the way, ask students if they need to have anything clarified.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

50

(i.e. zygote>embryo>foetus), referring to the notes provided on the Better Health Channel
<http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Pregnancy_week_by_
week?open>.

Learning Sequence 3

It is also helpful to show images to go along with the discussion, with useful ones found on
sites such as:
WebMD <http://www.webmd.com/baby/ss/slideshow-fetal-development>;
Baby Centre <http://www.babycenter.com.au/pregnancy/fetaldevelopment/> and
<http://www.babycenter.com/fetal-development-inside-your-womb>;
Wikipedia <http://en.wikipedia.org/wiki/Prenatal_development>.

5 Ask the students to move back to their desks. Allow time for them to complete their notes,
ask any questions they may have and finish their draft.

6 Demonstrate how the book is put together using the video or notes.
7 Students can either make the book now using their second blank template of The Little Book
of Conception to Birth, writing out the final version once its finished, or else write the story
onto the unfolded piece of paper then turn the paper into a book. Students can write in dot
points, prose or even as a narrative, if they wish. Detail is important; however, they do not
need to be excessive. After all, its meant to be a little book.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

AusVELS Level 7

4 Describe to the students some of the changes that occur to the egg from fertilisation to birth

51

AusVELS Level 7

Teacher notes
Conception

Learning Sequence 3

In your description of conception, make sure you cover the following points:
Eggs or ova are located in the ovaries of the female.
Ovulation is the release of an egg and is most likely to occur about the middle of the
menstrual cycle though this timing differs among females.
Testicles are where the sperm are made.
Epididymis is where sperm mature.
Vas deferens is the narrow tube that the mature sperm travel along to get to the
prostategland.
The prostate gland makes a fluid which combines with the sperm to create semen during
sexual arousal.
Arousal in the male and female occurs to aid vaginal sexual intercourse.
In the female, arousal causes the vagina to become moist, ready to accept the erect penis.
In the male, arousal causes the penis to fill with blood to make it firm, ready to enter
thevagina.
When vaginal sexual intercourse occurs many sperm are released.
Fertilisation occurs if one sperm enters the egg in the outer portion of the fallopian tube.
The fertilised egg travels down the fallopian tube.
The fertilised egg enters the uterus.
The fertilised egg embeds itself in the lining of the uterus where it is nourished and grows.
It takes nine months from fertilisation to birth.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

52

Pregnancy week by week

Pregnancy is divided into three trimesters:

first trimester conception to 12 weeks
second trimester 12 to 24 weeks
third trimester 24 to 40 weeks.
WEEK

DEVELOPMENT

This first week is actually the menstrual period. Because the expected birth
date (EDD or EDB) is calculated from the first day of the last period, this week
counts as part of your 40week pregnancy, even though the baby hasnt been
conceivedyet.

The fertilisation of the womans ovum (egg) by the mans sperm is known
as conception and will take place near the end of this week. The gender and
inherited characteristics are decided in that instant.

Thirty hours after conception, the cell splits into two. Three days later, the cell
(zygote) has divided into 16 cells. After two more days, the zygote has migrated
from the fallopian tube to the uterus. Seven days after conception the zygote
burrows itself into the plump uterine lining.

The developing baby is tinier than a grain of rice. The rapidly dividing cells are in
the process of forming the various body systems, including the digestive system.

The evolving neural tube will eventually become the central nervous system
(brain and spinal cord).

The baby is now known as an embryo. It is around 3 mm in length. By this stage,

it is secreting special hormones that prevent the mother from having a menstrual
period.

The heart is beating. The embryo has developed its placenta and amniotic sac.
The placenta is burrowing into the uterine wall to access oxygen and nutrients
from the mothers bloodstream.

The embryo is now around 1.3 cm in length. The rapidly growing spinal cord looks
like a tail. The head is disproportionately large.

The eyes, mouth and tongue are forming. The tiny muscles allow the embryo to
start moving about. Blood cells are being made by the embryos liver.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

53

Learning Sequence 3

The unborn baby spends around 38 weeks in the womb but the average length of pregnancy
(gestation) is counted as 40 weeks. This is because pregnancy is counted from the first day of the
womans last period rather than the date of conception, which generally occurs two weeks later.

AusVELS Level 7

Stages of development

AusVELS Level 7

WEEK

DEVELOPMENT

11

Teeth are budding inside the gums. The tiny heart is developing further.

12

The fingers and toes are recognisable but still stuck together with webs of skin.

13

The foetus can swim about quite vigorously. It is now more than 7 cm in length.

14

The eyelids are fused over the fully developed eyes. The baby can now mutely cry,
since it has vocal cords. It may even start sucking its thumb. The fingers and toes
are growing nails.

16

The foetus is around 14 cm in length. Eyelashes and eyebrows have appeared,

and the tongue has tastebuds.

18-20

Learning Sequence 3

10

The embryo is now known as a foetus and is about 2.5 cm in length. All of the
bodily organs are formed. The hands and feet, which previously looked like
nubs or paddles, are now evolving fingers and toes. The brain is active and has
brainwaves.

Interestingly, hiccoughs in the foetus can often be observed.

20

The foetus is around 21 cm in length. The ears are fully functioning and can hear
muffled sounds from the outside world. The fingertips have prints. The genitals
can now be distinguished with an ultrasound scan.

24

The foetus is around 33 cm in length. The fused eyelids now separate into upper
and lower lids, enabling the baby to open and shut its eyes. The skin is covered
in fine hair and protected by a layer of waxy secretion. The baby makes breathing
movements with its lungs.

28

The baby now weighs about 1 kg (1,000 g) and measures about 25 cm from crown
to rump. The crown-to-toe length is around 37 cm. The growing body has caught
up with the large head and the baby now seems more in proportion.

32

The baby spends most of its time asleep. Its movements are strong and
coordinated. It has probably assumed the head down position by now, in
preparation for birth.

36

The baby is around 46 cm in length. It has probably nestled its head into its
mothers pelvis, ready for birth. If it is born now, its chances for survival are
excellent. Development of the lungs is rapid over the next few weeks.

40

The baby is around 51 cm in length and ready to be born. It is unknown exactly

what causes the onset of labour. It is most likely a combination of physical,
hormonal and emotional factors between the mother and baby.

<http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Pregnancy_week_by_week?open>

Catching On Later

AusVELS Level 7 Sexuality Education Activities

54

AusVELS Level 7

Teacher notes
Instructions for making a book

Learning Sequence 3

Video available at: <http://www.youtube.com/watch?v=KPqlulX6ocw&feature=youtu.be>.

You will need the A3 template and a pair of

scissors. Place the paper in front of you with
the printed side down.

Fold the paper in half. Make a sharp crease

with the edge of your fingernail.

Open the paper, rotate it 180, and, once

again, fold the paper in half.

Leaving the paper folded, fold the paper in

half again. Make a sharp crease.

Now fold it in half once more and make

another sharp crease along the fold.

Unfold the last fold. It should look like this.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

55

AusVELS Level 7

Unfold it again and it will look like this.

Keep the folded edge near your body.

Make a cut starting from the folded edge

right to the centre.

Open the paper out completely, printed side

down.

10

Fold in half along the length of the paper

and stand the paper on the open edges.
You should be able to see that the cut you
made has created a gap.

11

Hold the paper by the two ends and gently

push towards the centre. You should be able
to see your book taking shape.

12

Press the front cover towards yourself, lay

the book flat and press all the edges once
again. You are now ready to begin writing
your book.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

Learning Sequence 3

56

Conception:

Pregnancy: Weeks ____ to ____

Image of the final product:

Pregnancy: Weeks ____ to ____

Author
3

Pregnancy: Weeks ____ to ____

The Little Book of

Conception to Birth
Description regarding the right time
to prepare a planned pregnancy.

Time it takes to develop

LEARNING SEQUENCE

Coping with change

1 Help Desk
2 Stepping into their shoes
AusVELS LEVEL 7
HEALTH AND PHYSICAL EDUCATION health knowledge and promotion

> physical, social and emotional changes during adolescence

> access reliable information about health issues
> barriers and enablers to accessing health services.
INTERPERSONAL DEVELOPMENT building social relationships

> strategies to build and maintain positive social relationships.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

58

AusVELS Level 7

Help Desk

LEARNING INTENTIONS

Learning Sequence 4

To assist students to develop their own coping skills and strategies through the sharing
ofideas.
To engage students in speaking and listening through the Help Desk activity.

Preparation and materials

copy of the worksheet How I feel about changing, one per group
pairs of scissors, one per group
voting cards Thumbs up, thumbs down, one set for each student
(or you can use coloured pens or paper instead of the cards)

Introduction
This activity has two parts: gathering information, and then developing the FAQs and Help Desk.
In the gathering information stage, students will attempt to find answers to questions around the
changes in their bodies. In the FAQs and Help Desk stage, students are given an opportunity to
present their newly acquired information.

Instructions
A

Gathering the information

1 Divide the class into groups of three or four.

2 Hand out the worksheet and ask the groups to complete the T-chart. A brief reminder
using the information sheets from the Changes activity in Learning sequence 3 may be
helpfulhere.

3 Once this has been completed, cut the worksheet into two parts: the whats good column
and the whats not so good column. Now cut the responses to the whats good column into
single cards and put them in order, best to least good.

4 Ask each group to share their top three responses with the class. Discuss the similarities
anddifferences.

5 Now cut the responses to the whats not so good column into single cards and arrange these
in order, most to least difficult.

6 Collect the top three or four responses (those which are most difficult) from each group.
7 Ask all the students to form a circle then place the top responses to the whats not so good
column on the floor in the middle.

8 Ask students to group any of the responses that are similar, allowing the group that has
written the statement to clarify where necessary.

9 Each of the original groups is now assigned one of the statements or group of statements if
they are similar.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

59

Developing the FAQs and Help Desk

AusVELS Level 7

1 Back at their tables, ask the students to change the statement (or group of statements) into
a question. For example, the statement I hate pimples! could become What can I do about
pimples? Write the question at the top of a piece of paper this will be the FAQs sheet.
with, or helping someone else deal with, the issue.

3 To share the information with the class, set up a Help Desk with a panel of experts. The panel
should consist of one expert (student) from each group. Experts may use the information from
the newly developed FAQs sheets to help answer questions.

4 Remaining students can now ask a panel member a question. If they feel the reply is not of
much use, they can ask for another possibility from the expert. If the expert or other panel
members are unable to help, the Help Desk can take calls from listeners (any student in the
class who may have an alternative strategy).

Teacher advice

You might like to hand out some questions on pieces of paper to get the Help Desk
activity started. Some examples might be:

When should I have a boyfriend/girlfriend?

How can I get my parents to let me go to a mixed party?
How can I get the girl/guy I like to notice me?
Is it ever OK to put hot photos of myself on Facebook?
How can I stop my classmates teasing me about wearing a bra?

Discussion questions
Where else can young people go to get help?
Brainstorm and record responses on the board. Now read out the suggestions one by one
and ask students to use the Thumbs up, thumbs down voting cards (or another method)
to indicate which of the sources of help they are likely to use. Include a maybe option
(e.g. thumb pointing sideways). If you have an interactive whiteboard, you can use the
voting tool for this exercise.
Repeat this procedure, asking students which of the sources they trust. Compare the
responses.
Why dont we always use the sources we trust?

Catching On Later

AusVELS Level 7 Sexuality Education Activities

60

Learning Sequence 4

2 Ask each group to brainstorm and record the strategies or advice they would use for dealing

Puberty is a time of change. Its sometimes helpful to be reminded that everyone goes through it,
even your parents or carers. Its a time when your parents or carers often worry about how you are
getting on but may not feel comfortable asking you about it.

Its important for us to know when we need to get help or more information. If we are worried
about something or thinking about it frequently, it is probably something we should investigate
further. Its OK to ask for help. Look for reliable trustworthy sources, and if you use the internet
for advice, check to see where the information comes from. Sites that end in .gov and .org are
usually more reliable than .com.
Remember that if you are using social networking such as Facebook to talk to friends about
getting help or support, its possible you may not get a reply in a timely manner.
Of the suggestions we have discussed today, which sources would you use? Do you have other
sources of information beyond what we have already identified that you would like to share with
the rest of the class?

EXTENSION ACTIVITY >>

Make the FAQs sheets into posters for display in the classroom. The posters could have some
blank space at the bottom for other students to add ideas.
Set aside one lesson to invite guests to come and talk to the students. Use the information from
the FAQs to work out who you could invite who might contribute to the strategies or solutions.
The list might include:

student welfare coordinator

school office staff
someone from a local health centre
school nurse.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

61

Learning Sequence 4

Parents and carers want you to become more independent but they also want to keep you safe.
In trying to keep you safe, they may still treat you like a young child. If this time is frustrating for
you, its probably just as frustrating for your parents or carers. Go easy on them so you can build
up trust. One way is letting them know what youre up to, even when you think its not important.
If your plans change, ring and let them know youre OK. Another way might be to take on a few
more responsibilities at home to show that you are capable and reliable.

AusVELS Level 7

Wrap up

LEARNING SEQUENCE 4

Worksheet

How I feel about changing

AusVELS Level 7

HOW I FEEL ABOUT CHANGING

Catching On Later

AusVELS Level 7 Sexuality Education Activities

Learning Sequence 4

whats good

whats not so good

62

LEARNING SEQUENCE 4

Voting cards

Thumbs up, thumbs down

AusVELS Level 7
Learning Sequence 4

Catching On Later

AusVELS Level 7 Sexuality Education Activities

63

AusVELS Level 7

Stepping into their shoes

LEARNING INTENTIONS

Learning Sequence 4

To provide students with an opportunity to feel empathy.

To demonstrate the importance of respectful relationships.

Preparation and materials

A3 copies of the shoeprints, two per group (or draw the shoeprints on newspaper)

Introduction
Conflict is common and normal in all families. It is important, however, that even in times of
disagreement, communication remains open between the parents/carers and the young person.
You often hear young people and adults alike say that no one understands them or knows what
its like. If we want young people to understand what its like for someone else in other words,
be empathetic we need to not only model empathy but also provide them with opportunities to
practice it. During conflict with family members or friends, its often good to stand back and try to
see the situation from another point of view.
In this activity, students will get the opportunity to step into the other persons shoes to see
what its like. To begin, use the family scenarios with an adult and a young person. Move onto the
friendship scenarios where the shoes are worn by two young people. In the friendship scenarios,
its sometimes less about a two way dialogue and more about learning how to treat each other
in a way that we ourselves would like to be treated. For the friendship scenarios there are a few
additional questions.
If possible let the students also come up with short scenarios of their own. Remind students that
when writing the scenarios they should not identify real people.

Instructions
1 Start by demonstrating the first scenario. Place two pairs of shoes on the floor facing each
other about a metre apart. (It may be helpful to label the shoes adult and young person.)
a Ask for two student volunteers and have one stand in the shoes of the adult and the other
in the shoes of the young person.
b Read out the first scenario.
c Allow about a minute for both to think of all the reasons for getting what they want.
The student standing in the adults shoes tries to imagine all the things a parent might
worry about. The student standing in the young persons shoes tries to think of ways of
reassuring the adult that it will be OK.
d Start the role play with the young person asking the adult if they can go to the late movie.
Allow both to make their arguments.
e After hearing from both sides, ask the rest of the class to contribute other arguments they
have thought of for either the adult or the young person.
f Is there a way to achieve a solution that is OK for both? What might it be?

Catching On Later

AusVELS Level 7 Sexuality Education Activities

64

for the adult and one for the young person.

3 Within each group, two students will take their place on a pair of shoes while the other two
will stand ready to offer helpful arguments if needed.
Now allow another three to five minutes for the students to role play and attempt to find a
suitable solution to the problem.

5 Ask the groups to report back on the solution they came up with and then discuss, as a class,
the value of the solutions you have heard. Are there any better?

6 Ask the two students in each group who were bystanders in the previous role play to now step
onto the shoes. Repeat the role play and class discussion using a new scenario.

7 Repeat the role play at least another two times so that each student has the opportunity to
play both the part of the adult and also the part of the young person.

8 Use the same process (instructions 3 to 5) to investigate the friendship scenarios. Pose the
discussion questions below after each scenario.

SAMPLE FAMILY SCENARIOS

SAMPLE FRIENDSHIP SCENARIOS

You want to go out with a friend to see a movie

but the movie doesnt start until 10:30 pm.
Your dad has said no.

You are having an argument with a friend

about who gets to sit where on the bus.

Your mum is giving you a hard time because

you havent cleaned your room in three weeks
and today you wore a rather dirty school
uniform.
You dont want your younger brother/sister to
come into your room.
You want to go to a party on Saturday but its
the same night as your family is going to visit
your aunt for her birthday.
Your parents/carers really dont like you
hanging around with one particular kid. They
think he/she is a really bad influence on you.
You want to be allowed to hang out with her/
him and be trusted to make good decisions.
Ask students to come up with their own
scenario, one they might like to try out in the
role play.

One of your friends has just written something

nasty about your girlfriend/boyfriend on
Facebook.
You and your friends always sit on the same
steps at lunchtime. Another student has sat
down and you feel this is an intrusion of your
space. Sort it out.
At morning recess, you race out to the
basketball court to secure one end of the court
for you and your friends. You arrive at the same
time as another group does and you have an
argument about who gets to use thecourt.
You have just received an email from a student
at your school wanting to go out with you.
Youre not interested. Stand in their shoes
and think about how it would feel to be that
person. What would be the best way of letting
them know youre not interested?
You have been seeing someone for a couple
of months but want it to end. Stand in their
shoes and then decide how you will tell them
itsover.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

65

Learning Sequence 4

4 Read out one of the scenarios and give the students a minute to think about their arguments.

AusVELS Level 7

2 Now divide the class into groups of four. Hand out two pairs of shoes to each group, one pair

AusVELS Level 7

Discussion questions
Whats the solution?
Does it feel fair? If not, how does it feel?
How could it be better?

Often young people are very private about whats happening in their lives during adolescence.
Try talking to your parents and try to answer their questions even when they seem like they are
just being nosy. By talking to your parents about whats happening in your life, you are helping
them to understand you and increase the level of trust they have in you. As in the scenarios, if we
can understand each other better its more likely well find solutions to conflict and that youll get
the support you need when times get tough.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

66

Learning Sequence 4

Wrap up

LEARNING SEQUENCE 4

Shoeprints
AusVELS Level 7
Learning Sequence 4

Catching On Later

AusVELS Level 7 Sexuality Education Activities

67

LEARNING SEQUENCE

Looking at sexuality

1 What is this thing called sexuality?

2 Whats the message?
3 Being X the importance of fitting in
AusVELS LEVEL 7
HEALTH AND PHYSICAL EDUCATION health knowledge and promotion

> the influence of family on personal identity and values

> community attitudes and laws influencing the sense of right and wrong
> sexual health of young people (e.g. safe sex, contraception, abstinence, prevention of STIs).
INTERPERSONAL DEVELOPMENT building social relationships

> respect for the individuality of others and acknowledgement of diversity of individuals
> the influences of peers on behaviour
> strategies to build and maintain positive social relationships.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

68

AusVELS Level 7

What is this thing called sexuality?

LEARNING INTENTION

Learning Sequence 5

To introduce the concept of sexuality and present new content around this idea.

Preparation and materials

whiteboard and markers

A definition of sexual health of adolescents

The sexual health of adolescents can be viewed as encompassing the issues of body image
awareness, interpersonal relationships, decision-making, and sexual intimacy. Specific
factors related to body image might include:
feeling good about being male or female and feeling comfortable with bodily functions
interpersonal relationships involving concerns such as being able to communicate
feelings to others without being embarrassed and having respect for anothers
individuality
decision-making, including being able to decide what is right for oneself and acting
in personal best interests, and having a clear sense of personal values and acting in
congruence with them
sexual intimacy might deal with such issues as understanding the difference between
sexual feelings and love, and knowing that ones personal feelings deserve respect
from others.
(Brick, 1989, cited in Bruess and Greenberg, 2009, p. 7)

Introduction
Introduce the activity by using the information in the following script. You may read it or put it into
your own words:
The transmission of information and values about sexuality forms a critical part of
preparing students for adolescence and adulthood; however, there are many sources
and types of information that young people are faced with which are often conflicting
and confusing. The purpose of this activity is to identify the range of definitions and
interpretations about sexuality.
The activity following this one in the current learning sequence is a progression of this exercise.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

69

1 Write the word sexuality on the board.

2 Ask the students to brainstorm all the words that come to mind when they think of sexuality.
3 Record the responses from the students on the board. If they have a hard time getting started,

Learning Sequence 5

help by giving a few of your own ideas, suggesting words that refer to sexual behaviour
(sexual contact through to intercourse), sexual identity or sexual feelings.

4 Review the responses and summarise them to come up with a definition of sexuality.
5 Write the following definition on the board:
Sexuality can be a source of great pleasure and meaning in life. Sexual activity is
only one aspect of sexuality. People experience sexuality through their physical
feelings, emotions, thoughts, identity, and relationships. Cultural norms, individual
experiences, and hormones all influence the way we understand and experience
sexuality.

International Sexuality and HIV Curriculum Working Group, 2009

6 Compare and discuss the two definitions.

Wrap up
All people can grow up to enjoy sex lives that are safe and satisfying and that are characterised by
dignity, equality, responsibility, and mutual respect.
Through our discussions we see that many factors influence how we feel about our sexuality.
Lets consider one of those factors the media. The media includes films, television programs
and ads, books, music and music videos, and electronic games. Our question is: what images do
the media generate that influence our attitudes, feelings, and expectations about sexuality? This
will be investigated in the following activity, Whats the message?

Catching On Later

AusVELS Level 7 Sexuality Education Activities

AusVELS Level 7

Instructions

70

AusVELS Level 7

Whats the message?

LEARNING INTENTION

Preparation and materials

Gather some of the following items and duplicate as necessary so that you have a package of four
media items for each group. The media packages do not need to be identical but each item should
appear in at least two of the packages for discussion purposes.
Sample media:
books a passage or picture from a current adolescent romance novel
magazines pictures of any sort
television pictures of the characters from a variety of programs (these can often be found on
the internet)
art work advertising films (often found on the internet)
cover artwork for CDs
lyrics from a current popular song
artwork for television ads.
A2 or larger paper, one piece per group
coloured markers, one set per group
glue sticks, one per group

Instructions
1 Divide the class into groups of four or five and hand out the paper, coloured markers, glue
sticks and media packages.

2 Ask students to arrange and then glue all items along the top of the paper.
3 Beneath each item, ask the students to identify who the image is for (the target audience) and
then brainstorm a list of words that come to mind. For example, nice, pretty, romantic,
girlie, fun, strong and brave. Allow approximately five minutes for groups to complete
this task.

4 Display all the lists at the front of the room or in a space where everyone can see the
messages.

5 Ask students to identify similar messages on the posters and encode these by circling them
with coloured markers, using different colours for the groups of similar messages.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

71

Learning Sequence 5

To prompt and structure inquiry regarding messages about sexuality.

Wrap up
We get messages from everywhere about how we should look, feel, behave, and respond. Its no
wonder we can be confused. In what ways does a discussion like the one we have just had help
us to decide which messages to consider, listen to, or act on?

Catching On Later

AusVELS Level 7 Sexuality Education Activities

72

Learning Sequence 5

Why are some of the messages similar? Why are the others different? Think about the limited
time the media have available to make an impact, e.g. ads on television may only last
30seconds. Will this limited time make a difference?
Look again at the lists. Are there messages meant only for girls or only for boys? Which ones?
Why?
How does it make you feel about being female or male?
If you were a 14-year-old male who hadnt gone through a growth spurt (in other words, the
shortest male in the class) how might these messages make you feel?
If you were an 11-year-old female who had developed breasts and hips, how might these
messages make you feel?
If a young person thought they might be gay because they often had romantic feelings for a
person of the same sex, how would these messages make that person feel?
Which of these messages might make a person feel uncomfortable talking about sexuality?
Are there any of these messages that you think give the wrong idea about sexuality and
young people? If so, which ones and why? Write a message that better portrays young people
andsexuality.

AusVELS Level 7

Discussion questions

AusVELS Level 7

Being X the importance of fitting in

LEARNING INTENTIONS

Learning Sequence 5

To facilitate discussion regarding the influence of peers on behaviour.

To develop an understanding of the importance of respect for the individuality ofothers.

Preparation and materials

A3 paper, one sheet per group
coloured markers, one set per group
draw grids 1 and 2, as shown below, on the board
GRID 1

GRID 2

feelings

strategies X might use

Introduction
When we are in new situations we may not know how to act and respond. Often we rely on
the messages we receive from one another to try to work out how to fit in. Research tells us
that fitting in and belonging are two very compelling forces for young people at this time
in their lives. The various strategies we might adopt to try to fit in and belong can help us
feel stronger and more secure or can lead us to act in ways that are not so positive for our
self-esteem and safety. We have looked at the messages we receive from various sources:
what do we remember?
Messages are all around us; they give us ideas about how to look, act and respond.
They are sometimes confusing and can be helpful or unhelpful.
Sexuality is a good thing and its OK to talk about it in our class.

Instructions
1 Divide the class into groups of five and hand out one piece of A3 paper to each group.
2 Explain that the Os and Xs in grid 1 on the board represent students in a class at
yourschool.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

73

AusVELS Level 7

3 Ask each of the groups to discuss and then record their responses to the following
twoquestions:
a How would it feel to be X, the odd one out?
b What are some strategies that X might use to fit in with the rest of the group?

4 The students should write the first question at the top of the A3 paper and the second

Learning Sequence 5

question halfway down.

5 Give the students about five minutes to complete this exercise, then to ensure you hear
from all of the groups ask each in turn to provide just one response to question a). Enter
these into the first column of grid 2 on the board. You might get responses like scary,
isolated and lonely. You may also get some positive answers like special and different
in a good way.

6 Use the same procedure to gather ideas regarding possible strategies X might use to fit
in and belong. The students may suggest strategies such as: playing sports; joining clubs;
choosing music, clothing and hairstyles that are similar to the rest of the group; starting
conversations about school events; smiling; making eye contact; and saying hello. If less
positive strategies are not put forward by the groups, the teacher should add some examples
of these, such as: spreading gossip; performing sexual favours; saying hurtful things on
Facebook; picking on someone etc.

Discussion questions
Are some of the strategies better than others? Which ones? Why?
Are there any strategies that are risky or problematic in other ways, such as using sexual
behaviours to be accepted into a group?
What behaviours have you seen the Os using to deter X from joining in?
Who is responsible for helping X fit in?
What could the Os do to help X feel more comfortable?

Wrap up
Its important for all of us to have a place where we belong. For people your age, you will still be
trying on different groups, and ways to behave and belong, for a good while yet. As you mature,
it will become less important to fit in and conform to the crowd, and that makes friendship
easiertoo.
Sometimes its easy to fit in and feel like you are home. It helps to have a friend or two at school
that you feel at home with. If you dont (or even if you do), its a good idea to have a friend or
a club that you are connected to outside of school, for those inevitable times when you have
disagreements with your school friends.
For young people questioning gender or sexual orientation, there are support groups that can
make all the difference. To find a group in your area use:
Safe Schools Coalition Victoria <http://www.safeschoolscoalitionvictoria.org.au/
the WayOut Rural Victorian Youth and Sexual Diversity Project <http://wayout.org.au/>
Minus 18, a support network for gay and lesbian teenagers all over Australia
<http://www.minus18.org.au/>.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

74

AusVELS Level 7

For more information on students who may be transgender transitioning, see the DEECD policy
Gender Identity (students with a transgender or intersex status), in the School Policy and
Advisory Guide (2011): <http://www.education.vic.gov.au/school/principals/spag/health/
Pages/genderidentity.aspx>.

This might be a good time for the student welfare coordinator to visit the classroom and discuss
friendships and relationships, and his/her role in the school.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

75

Learning Sequence 5

EXTENSION ACTIVITY >>

LEARNING SEQUENCE

Health, hygiene and help-seeking

1 Health and hygiene essentials

A Essential products

B Packing my essential travel bag

2 Check it out

AusVELS LEVEL 7
HEALTH AND PHYSICAL EDUCATION health knowledge and promotion

> physical, social and emotional changes during adolescence

> access reliable information about health issues
> barriers and enablers to accessing health services.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

76

AusVELS Level 7

Health and hygiene essentials

LEARNING INTENTION

Introduction
It can be embarrassing to talk about the importance of hygiene. It should be emphasised
that it is normal for all of us to smell and there are ways we can easily manage body odours
and cleanliness in our daily lives. This is important both for our health as well as our social
interactions. It is good to build simple hygiene habits into our routine and to not become
obsessed with them. Long showers (fifteen minutes or more), for example, are no more effective
than short showers (five minutes) if you are actively cleaning yourself.

A ESSENTIAL PRODUCTS
Preparation and materials
store catalogues, particularly ones from supermarkets and chemists
magazines
newspapers
pairs of scissors, one or two per group
glue sticks, one or two per group
coloured markers, one set per group
A3 or A2 copies of the worksheet Health and hygiene product search, one per group

Instructions
1 Divide the class into groups of six.
2 Hand out copies of the catalogues, magazines and newspapers to each group, along with
scissors, glue sticks, markers and the worksheets.

3 Ask the groups to draw and/or cut and paste images of the following hygiene products.
(Each member of the group looks for one type of item.)

3 hair products
3 skin products
3 hair removal products
3 dental products
3 feminine hygiene products
3 odour/fragrance products

4 After students have drawn or glued images into the relevant boxes they can complete the rest
of the worksheet.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

77

Learning Sequence 6

To consider how changes in the developing bodies of adolescents may affect hygiene habits.

one type of item, e.g. group one on hair products, group two on skin products, etc.

6 After each report, ask the rest of the class if they can suggest changes, e.g. products that were
missed that should be considered.

Learning Sequence 6

Discussion questions
Would cost make a difference to someone using a particular product?
If you need this product, who buys it?
Does being female or male make a difference to someone buying or using a particular
product?
Why are some of the items important now when two years ago they were not so important?

B PACKING MY ESSENTIAL TRAVEL BAG

Preparation and materials
worksheet My essential travel bag, one per group
completed worksheet Health and hygiene product search, one per group
markers, one per group

Instructions
1 Use the completed worksheet from part A as a guide.
2 In groups, ask students to discuss: If you had five minutes to pack your travel kit before
leaving home for a wilderness adventure (no electricity!), what would be the essential items
you would need to maintain good health and hygiene? List these items on the front of
My essential travel bag.

Discussion questions
Did this activity help us to decide whats most important for good health and hygiene?
Did we have to leave out items that would be nice but not absolutely necessary?
Are there some products that we dont need at all?

Wrap up
So what is essential for good hygiene and health? We have looked at a number of products
that often claim to provide elements of this. From our discussion we have seen that some items
are essential while others, such as hair products, help us feel better about our body image.
Its important to be wise consumers. Some items, such as skin care products, are sold only in
pharmacies for a good reason: it gives you the buyer an opportunity to ask the pharmacist
questions about the product. Remember that if you have concerns about your health, its
important to get advice from someone you trust.
Think of the people you would ask for advice or help if you had a health concern.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

AusVELS Level 7

5 Ask each group to report back their findings. To save time, have each group report back on

78

AusVELS Level 7

Teacher advice

Catching On Later

AusVELS Level 7 Sexuality Education Activities

Learning Sequence 6

Its important to remember that there can be circumstances outside a students

control that contribute to their health and hygiene. It might be not having the
money to buy some of the products that the rest of the class see as important. In
this circumstance, providing ideas about cheaper alternatives as part of the class
discussion might be useful. It may be that home life is complicated and things such
as providing clean school clothes or toiletries are not seen as a priority. As part of
the discussion, offer suggestions for getting around this.

79

LEARNING SEQUENCE 6

Worksheet

Whats
it for?

Does it
work?

What is
the price?

If I use it,
will I fit in?

Could I get
by without
it and still
fit in?

Learning Sequence 6

Draw or glue
images of
hair products

Draw or glue
images of
skin care
products

Draw or glue
images of
hair removal
products

Draw or glue
images of
dental products

Draw or glue
images of
feminine hygiene
products

Draw or glue
images of
odour/fragrance
products

Health and hygiene product search modified from Volatile Solvents, DEECD, 2000, p.60.

Catching On Later

AusVELS Level 7

Who uses
this?

Health and hygiene product search

AusVELS Level 7 Sexuality Education Activities

80

LEARNING SEQUENCE 6

Worksheet

My essential travel bag

AusVELS Level 7
Learning Sequence 6

Catching On Later

AusVELS Level 7 Sexuality Education Activities

81

AusVELS Level 7

Check it out

LEARNING INTENTION

Learning Sequence 6

To identify and evaluate the sources of information that students use for help-seeking.

Preparation and materials

A4 copies of the worksheet Sources of information, one per student
A3 copies of the worksheet Sources of information, one per group
prepare a copy of the worksheet grid on the board

Introduction
There are many people and places where young people can go to get help, even if the information
they want or the problem they have seems very personal. Who they ask and where they go often
depends on a number of factors. This activity is designed to help students think critically about
sources of information when making these choices.

Instructions
1 Divide the class into groups of about five.
2 Hand out both versions of the worksheet Sources of information. The A4 size is for each
student and the A3 copy is for the group response.

3 Ask the students to imagine they have a friend who needs help with a personal problem,
perhaps a relationship or health problem. Ask each group to read through the list of sources
on the group worksheet and tick or circle the ones they would use. The group should then
brainstorm and record as many other places as they can think of which may be useful.

4 Once that is done, ask the group to complete the rest of the worksheet except for the rating.
5 Now, as a class, go through the list from the worksheet to see which sources the groups said
they would use. Fill in the other on the grid on the board by asking each group to contribute
one additional source of information. Continue around the groups until all their possible
sources have been listed. Groups may now like to add sources that were missing from their
original list.

6 Allow a couple of minutes for students to complete the group worksheet, if they havent
already, and the personal worksheet, if they wish.

7 Groups now rate their sources of information. Students filling in their personal worksheet may
rate the sources differently than their group.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

82

AusVELS Level 7

Discussion questions
Is there just one right source to use? Why is it important to have a variety of sources of
information or help?

Teachers will need to remind the class about disclosures. It would be good for teachers to
have ready a list of local people/health centres etc. to give to their students and some reliable
websites to guide them to. For example, Better Health Channel, which includes a wealth
of health information and a searchable database of health-related services:
<http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/services_and_support?open>.
After the discussion, students may need to have a last look at their personal worksheets to
makechanges.

EXTENSION ACTIVITY >>

Read one of the scenarios below, then ask each group to use the worksheet bearing in mind
the ratings to come up with one source of information they would recommend to a friend in this
situation. Ask groups to feed back their ideas to the class and respond to these questions:
Why did you choose that source?
What makes one source better than another?
Did you choose your top-rated source?
Read another scenario and repeat the process.
Alternatively, write each of the sources from the board onto pieces of card or paper and place
them in different spots around the room. After reading the scenario, ask students to move to the
source they think is most appropriate. Students can share with the others standing at the same
source why they chose this one and if it was their top-rated source. Ask for feedback to the class
from some of the groups. Read out the next scenario and repeat the process.
SCENARIO 1: Your friend has just told you they might have some sort of infection around their
genitals. There seems to be what looks like a pimple and its very sore and red.
SCENARIO 2: You and a friend are walking to the bus when she starts crying. You ask whats
wrong and she says she thinks she might be pregnant and doesnt know what to do. She
doesnt want to tell her parents unless its absolutely necessary.
SCENARIO 3: Your friend tells you he/she is same-sex attracted and would like to get some
advice about how to tell his/her parents.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

83

Learning Sequence 6

Where at school could you get help? Can you list five people you could ask for help if you
neededto?

AusVELS Level 7 Sexuality Education Activities

Other

Other

Other

Other

Other

grandparent, aunt or uncle

brother or sister

parent or carer

close friend

Does it give
me personal
advice?

Will I be
taken
seriously?

Will I have
to say who
Iam?

Will what I
say be kept
confidential?
reliable
is it?

How

Whats my
rating?
51
5 (good)
1 (poor)

Worksheet

school welfare person

internet

family doctor

local health centre

Sources of information

Do I feel OK
using this
source?

Learning Sequence 6

Catching On Later

AusVELS Level 7

Is it easy
to use or
travel to?

LEARNING SEQUENCE 6

Sources of information

84

AusVELS LEVEL 7

Teachers choice learning sequences

These activities have been provided as further learning that the teacher may like to
include at this level, determined by the teachers evaluation of the student learning
needs. The activities cover:
female and male reproductive organs
menstruation
reproduction
sexual activity
some prevention techniques.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

85

LEARNING SEQUENCE

Establishing common ground

revision or new content

1 Female and male reproductive organs

2 Reproduction
AusVELS LEVEL 7
HEALTH AND PHYSICAL EDUCATION health knowledge and promotion

> physical, social and emotional changes during adolescence.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

86

AusVELS Level 7

Female and male reproductive organs

LEARNING INTENTION

Learning Sequence 1 TEACHERS CHOICE

Examine the human reproductive process in order to identify the basic parts of the human
reproductive system.

Preparation and materials

coloured markers, one set per group
paper about 1.5 metres in length, one piece per group
copies of diagram Female reproductive system, one per female group
copies of information sheet The female reproductive system how does it work?,
one per female group
copies of diagram Male reproductive system, one per male group
copies of information sheet The male reproductive system how does it work?,
one per male group

Introduction
This activity is to be used as revision and/or to increase student knowledge. It is useful when
the desired outcome is a shared understanding of this particular area of sexual development.
It may be easier to form same-sex groups when preparing the body maps, as students will be
more familiar with changes in their own bodies. It is important, however, to have information
regarding both sexes. In single-sex schools it will be necessary to ask some groups to do the
outline of the other sex.
Introduce this activity by saying that some of the students may already know the information
presented in this lesson while for others it may all be new but for most of them it will be a bit
ofboth.

Instructions
1 Divide the class into same-sex groups of three or four. Assign each group the task of
representing either the female or male reproductive systems according to the gender of
thegroup.

2 Give each group a set of markers and a large piece of paper, along with copies of either the
male or female reproductive system diagram and information sheets.

3 Ask each group to draw the outline of either the female or male reproductive organs.
They should refer to the diagrams and include as much detail as possible.

4 Students now need to label and colour in the reproductive organs as described in the
accompanying information sheets.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

87

LEARNING SEQUENCE 1

Diagram

Female reproductive system and genitalia

AusVELS Level 7

Female genitalia

2
5

Female reproductive system

D
A

Catching On Later

AusVELS Level 7 Sexuality Education Activities

88

Learning Sequence 1 TEACHERS CHOICE

LEARNING SEQUENCE 1

Information sheet

The female reproductive system

Start at the very bottom of your diagram. The

opening leading up into the internal reproductive
system is called the vagina (c). The vagina is
a soft, muscular elastic tube. Its inner lining is
soft and moist. During sexual arousal, the walls
of the vagina secrete a lubricant to assist in
intercourse. The vagina also functions as the
birth canal for a baby, and allows menstrual
flow to exit the body from the uterus. Colour the
vagina dark blue.
The uterus (a) is a pear-shaped organ about the
size of a womans fist that stretches to house
the baby, placenta and amniotic fluid during
pregnancy. It is very strong, muscular and
stretchable. Colour the uterus pink.
At the top of the vagina is the cervix (f) which is
the bottom of the uterus. This is slightly open
in women who are not pregnant, but is plugged
during pregnancy to avoid infection. When a
baby is ready to be born, the cervix opens to a
diameter of 10 cm. Colour the cervix purple.
The thick tissue inside the entire uterus is the
uterine lining. If fertilisation does not occur,
this lining is shed every month. This is called
menstruation, the process by which the uterus
rids itself of its old lining, and prepares for the
possibility of conception the following month.
About 14 days after ovulation, the body begins
to shed the uterine lining, which is made up
of blood and fluid. This is commonly called a
period. Colour the uterine lining red.
Follow the tube out of the uterus to the right
and left on your diagram. These are called the
fallopian tube (d). The fallopian tubes carries
the egg from the ovary down to the uterus. This
journey usually takes about three days. Usually,
conception (joining of the sperm and egg) occurs
in the fallopian tube. Colour both fallopian tubes
on the diagram orange.
The finger-like structures at the end of the
fallopian tube are called fimbria. The internal,
very tiny hair-like structures inside the fallopian
tube are called cilia. The cilia help the egg move
down the fallopian tube from the ovary. Outline
the fimbria and the cilia in dark orange.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

The remaining labels are the bladder (b), the

rectum (g) and the anus (h) these are not
reproductive organs.

Female genitalia
Label these parts using the following
information.
The diagram above the internal organs is a
diagram of the female genitalia. At the very top
is the opening of the urethra (1). The urethra is
a tube leading from the bladder to the outside
of the body and its function is for passing urine.
Above this is the clitoris (3). The clitoris is the
part of the female body that is most responsive
to sexual stimulation often resulting in an
orgasm (not the vagina as is often thought).
Below the clitoris is the vaginal opening (5). This
is very elastic to allow for the penis to enter
during sexual intercourse and for the delivery
of the baby during childbirth.
The external female genitals are collectively
referred to as the vulva. The outer lips of the
vulva are the labia majora (2). These are pads
of fatty tissue that wrap around the female
genitalia. The labia majora are usually covered
with pubic hair.
The labia minora (4) are the inner lips of the
vulva, thin pieces of tissue within the labia
majora that fold and protect the vagina, urethra,
and clitoris. The appearance of labia minora can
vary widely, from tiny lips that hide between the
labia majora to large lips that protrude (these
variations are normal). Both the inner and outer
labia are quite sensitive to touch and pressure.

89

Learning Sequence 1 TEACHERS CHOICE

On your diagram of the female anatomy, label

and colour the internal and external organs
according to the instructions below. Vocabulary
words that need to be written on the diagram
have been italicised.

Two egg-shaped organs on either side of the

uterus are the ovaries (e). These are the female
counterparts to the male testicles. An ovary is
about the size of an almond. When a woman
is born, the ovaries already contain all the ova
(eggs) she will ever produce. There are up to
400,000 ova. Unlike the testicles, ovaries only
house eggs. They dont produce them. The
ovary releases one ovum (a single egg) each
month. This process is called ovulation. When
the ovary releases the egg it travels down the
fallopian tube, with help from cilia. If a sperm
does not fertilise the egg, it will not adhere to the
uterus wall. As a result, menstruation will occur.
Colour each ovary light brown, and label your
diagram on the left side.

AusVELS Level 7

The female reproductive

system how does it work?

LEARNING SEQUENCE 1

Diagram

Male reproductive system

AusVELS Level 7

Male reproductive system

6
2

3
7

11

10

12

Uncircumsized penis

Catching On Later

AusVELS Level 7 Sexuality Education Activities

90

Learning Sequence 1 TEACHERS CHOICE

LEARNING SEQUENCE 1

Information sheet

The male reproductive system

Start at the lower right-hand side of your

diagram. This special sac that houses the
two testicles is called the scrotum. Colour the
scrotum in blue pencil or marker. The scrotum
is a sac of loose skin divided into two parts.
Each part contains a testicle, epididymis (the
small kidney-shaped gland at the top of the
scrotum), and the end of the vas deferens. Label
the three words epididymis (11), testicle (12) and
scrotum (10) at the lower right-hand side of your
diagram. Colour the epididymis purple. Each
testicle contains tiny tubes that are continuously
creating sperm throughout a mans life. When
puberty occurs, sperm move to the epididymis
to mature.
The vas deferens (5) allows the sperm to move
up to the seminal vesicle. Follow the vas
deferens tube up to the top of the diagram.
Colour the entire vas deferens dark green, but be
sure to stop colouring as the vas deferens tube
enters the penis.
The large egg-shaped organ in the centre of
your diagram is the bladder. This organ stores
urine until it can be expelled from the body. It is
not considered part of the reproductive system.
Label the bladder, but leave it uncoloured.
As the vas deferens curves around the top of
the bladder and back down again, it passes the
seminal vesicle. This gland is oblong-shaped,
and is located behind the bladder on your
diagram. The seminal vesicle (1) produces fluids
that activate sperm. Colour it light blue.

The tube leading from the various glands down

the length of the penis is called the urethra (7).
The urethra is the special passageway that
allows urine to be voided from the bladder, and
allows semen to travel out of the body during
sexual intercourse. Both urine and semen
cannot be in the urethra at the same time.
During an erection, a small valve at the entrance
from the bladder seals it off. Colour the urethra
light green.
The organ in which the urethra is housed is
called the penis (8). The penis has spongy
tissues containing small blood vessels and
nerves. During sexual arousal, the spongy tissue
fills with blood, and the penis hardens. This is
called an erection. An erection is a necessary
part of human reproduction. It allows the man
to insert his penis into the womans vagina,
which enables semen to reach the egg inside the
womans reproductive system.
At the very tip of the penis is the glans (9), which
is the head of the penis. This part of the male
reproductive system may or may not be covered
by foreskin. If the male is circumcised, the
foreskin will not cover the glans. Many parents
now choose not to circumcise their sons, while
other parents do. Colour the area of the glans
yellow.
The rectum (3) and the anus (4) are not
reproductive organs.

The prostate gland (2) is located just below the

bladder (6). It supplies most of the liquid that
combines with the sperm prior to ejaculation.
When a man is sexually aroused to the point
of orgasm, the fluid from the prostate gland
combines with the sperm to make semen.
Strong muscle contractions in and around the
prostate gland contract rapidly to force the
semen out of the urethra. Colour the prostate
gland orange.

(Adapted from Alberta Health Services <http://www.teachingsexualhealth.ca/>

<http://www.teachingsexualhealth.ca/media/lessons/7_SexualDevelopmentLess1.pdf> .)

Catching On Later

AusVELS Level 7 Sexuality Education Activities

91

Learning Sequence 1 TEACHERS CHOICE

On your diagram of the male anatomy, label

and colour the internal and external organs
according to the instructions below. Vocabulary
words that need to be written on the diagram
have been italicised.

Just under the prostate gland rests a very small

round gland called the Cowpers gland. (Not
seen on the diagram). This gland secretes a fluid
that removes any acidity from the urethra just
before ejaculation. This ensures that the sperm
have the best chance of living.

AusVELS Level 7

The male reproductive system

how does it work?

AusVELS Level 7

Reproduction

LEARNING INTENTIONS

Learning Sequence 1 TEACHERS CHOICE

Examine the human reproductive process in order to:

describe the process of menstruation
describe the process of sperm production
describe how pregnancy can occur.
Recognise misunderstandings associated with sexual development.

Preparation and materials

open floor space
masking tape or chalk
cards Reproduction, one set
slides for menstrual cycle, sperm production, conception, implantation

Introduction
This activity is to be used as revision or to increase student knowledge. It is useful when the
desired outcome is a shared understanding of this particular area of sexual development.

Instructions
1 Draw a Y-shaped continuum on the floor using
masking tape or chalk, covering a wide enough
area for the class to be able to sit along its lines.

Male

Female

2 Label one arm at the top MALE and the other

FEMALE. Write CONCEPTION, FERTILISATION and
PREGNANCY at the bottom of the Y, as in the
example below.

3 Hand out one Reproduction card per student until

all cards are distributed.

4 Have students arrange themselves in the correct

order along the Y continuum. Once they feel they
are in the proper order, ask them to sit down along
the lines.

5 Go through the cards together and make any

necessary corrections to the order according to the
slides and the table below, Human reproduction
on the Y continuum.

Conception, fertilisation
& pregnancy

(Adapted from Alberta Health Services <http://www.teachingsexualhealth.ca/>

<http://www.teachingsexualhealth.ca/media/lessons/7_SexualDevelopmentLess1.pdf>.)
Catching On Later

AusVELS Level 7 Sexuality Education Activities

92

FEMALE axis menstruation

AusVELS Level 7

Human reproduction on the Y continuum

MALE axis sperm production

lining of uterus is shed

(day one of menstrual flow)

sperm made in testicles

lining of uterus thickened with blood

sperm mature in epididymis

ovulation occurs
(egg released from ovary)

sperm travel up vas deferens

egg travels through fallopian tube

sperm mix with seminal fluid to make semen

egg enters the uterus

sperm leave the penis (ejaculation)

egg dissolves if unfertilised

lining of uterus is shed

(day one of menstrual flow)

FERTILISATION, CONCEPTION and PREGNANCY axis

sperm enters vagina

sperm travels up the vaginal canal

sperm meets egg in the fallopian tube (fertilisation)

fertilised egg travels down the fallopian tube into the uterus

fertilised egg attaches itself to the lining of the uterus

fertilised egg uses lining of the uterus for nourishment

fertilised egg takes nine months to grow into a full-term baby

Catching On Later

AusVELS Level 7 Sexuality Education Activities

93

Learning Sequence 1 TEACHERS CHOICE

AusVELS Level 7

Discussion questions
Following the activity, hold a class discussion around the following questions. The teacher can
use the points provided to address these questions with their students.

It can begin as early as eight and as late as 16.

Usually one egg is released each menstrual cycle. If more than one egg is released, and if
they are fertilised, it means a woman may have a multiple pregnancy (twins etc.). If twins are
a result of two eggs being fertilised, they are called fraternal twins. Identical twins happen
when a fertilised egg splits into two before the cells begin dividing.
An egg can live 1224 hours from the time of ovulation.
Girls need to be aware of good hygiene (using pads etc.) to ensure healthy practices during
menstruation.
Cramps can be a part of menstruation and can be alleviated using wellness methods like
exercise or a hot water bottle. For severe cramps, your doctor may prescribe medication.

What else do you know about sperm production?

Sperm cells mature at about 1516 years of age.
Sperm production and ejaculation first happens at around 1214 years of age.
Wet dreams are ejaculations that occur while sleeping. It is normal to experience these, or
not to experience these.
As many as two million sperm can be released during each ejaculation.
Sperm can live inside a females body for three to seven days from the time of ejaculation.

Will a pregnancy occur every time sexual intercourse occurs?

No. Pregnancy only happens if a sperm fertilises an egg and if the fertilised egg implants in
the uterine wall.
This can happen if intercourse takes place when a female is ovulating.
Women are most likely to become pregnant if intercourse happens around the middle of the
menstrual cycle. The length of the menstrual cycle is different for each woman, so it is difficult
to predict.

What do menstruation and sperm maturation make possible?

Menstruation and sperm maturation are indications that a person can produce a baby.
It is important to remember that ovulation occurs before bleeding; therefore, a girl can get
pregnant before her first period.

Although the body is capable of producing a baby once menstruation and sperm maturation
occur, why would most people wait until they are much older to have a baby?
Discuss issues surrounding the need to be emotionally, educationally or financially ready
to parent. There are also health issues for the baby and the mother associated with an early
pregnancy, such as low birth-weight babies.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

94

Learning Sequence 1 TEACHERS CHOICE

What else do you know about menstruation?

LEARNING SEQUENCE 1

Cards

Reproduction
AusVELS Level 7

Lining of the uterus shed

(day 1 of menstrual flow)

Learning Sequence 1 TEACHERS CHOICE

Ovulation occurs
(eggs released from ovary)
Lining of the uterus thickens with blood

Egg travels through fallopian tube

Egg enters the uterus

Egg dissolves if unfertilised

Lining of uterus shed
(day 1 of menstrual flow)
Sperm made in testicles

Sperm mature in epididymis

Sperm travel up vas deferens

Catching On Later

AusVELS Level 7 Sexuality Education Activities

95

LEARNING SEQUENCE 1

Cards

Reproduction
AusVELS Level 7

Sperm mix with seminal fluid to make semen

Learning Sequence 1 TEACHERS CHOICE

Sperm leave the penis

(ejaculation)
Sperm enters the vagina

Sperm travels up the vaginal canal

Sperm meets egg in the outer portion of the fallopian
tube (fertilisation)
Fertilised egg travels down the
fallopian tube into the uterus
Fertilised egg attaches itself
to the lining of the uterus
Fertilised egg uses lining of the uterus
for nourishment
Fertilised egg takes nine months to grow
completely into a full term baby

Catching On Later

AusVELS Level 7 Sexuality Education Activities

96

LEARNING SEQUENCE 1

Slide

Menstrual cycle
AusVELS Level 7

The menstrual cycle

Learning Sequence 1 TEACHERS CHOICE

Beginning of cycle
(menstruation)

Ovum starts to mature

(lining begins to thicken to
prepare for possible pregnancy)

Release of mature ovum

Ovum travels to uterus

Beginning of next cycle

(menstruation)

Catching On Later

AusVELS Level 7 Sexuality Education Activities

97

LEARNING SEQUENCE 1

Slide

Sperm production
AusVELS Level 7

Sperm production

Learning Sequence 1 TEACHERS CHOICE

Vas deferens
Bladder
Seminal
vesicle

Prostate
gland
Rectum
Penis

Anus

Urethra
Epididymis

Scrotum

Catching On Later

AusVELS Level 7 Sexuality Education Activities

Testicle
(testis)

98

LEARNING SEQUENCE 1

Slide

Conception
AusVELS Level 7

Conception

Learning Sequence 1 TEACHERS CHOICE

Catching On Later

AusVELS Level 7 Sexuality Education Activities

99

LEARNING SEQUENCE 1

Slide

Conception
AusVELS Level 7

Implantation
Fallopian tube

Fallopian tube

Learning Sequence 1 TEACHERS CHOICE

Ovary

Uterus
Uterine lining

Ovary

Cervix

Vagina

Catching On Later

AusVELS Level 7 Sexuality Education Activities

100

LEARNING SEQUENCE

Another aspect of sexuality and

associated responsibilities

1 The sex in sexuality

2 Prevention the responsibilities of being sexually active
AusVELS LEVEL 7
HEALTH AND PHYSICAL EDUCATION health knowledge and promotion

> sexual health of young people (e.g. safe sex, contraception, abstinence, prevention of STIs).

AusVELS LEVELS 9 and 10

HEALTH AND PHYSICAL EDUCATION health knowledge and promotion

> sexuality and sexual health, e.g. safer sex practices, sexual negotiation, same-sex attraction and
the impact of alcohol on sexual and personal safety.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

101

AusVELS Level 7

The sex in sexuality

LEARNING INTENTION

Learning Sequence 2 TEACHERS CHOICE

To provide young people with a more complete context for sexual activity and accurate
information that resonates with what they already know.

Preparation and materials

copies of worksheet Anatomy and sexual pleasure, one per student
copies of information sheet How it all works, one per student
A3 (or larger) copies of the worksheet Anatomy and sexual pleasure, one per group
coloured markers, one set per group

Introduction
There is no need for young people to feel that sexual intercourse is something they should be
having. The majority of young people at this age are not, in fact, having sex. The 4th National
Survey of Australian Secondary Students conducted in 2008 reported that just over a quarter
(27 per cent) of year 10 students had ever engaged in sexual intercourse (Smith et al. 2009).
Thats not to say that young people are not curious and interested in sex and wanting to know
more about it. If young people are noticing ads on television regarding erection problems,
billboards promoting longer-lasting sex, and magazines headlining how to have better orgasms,
then its no wonder they are curious as to what its all about.
We need to understand that having sex is about many things. It can be about reproduction
or pleasure or both. It is timely to remind ourselves that sex, as well as being the means to
reproduction, is also a way of expressing intimate feelings for another person of the opposite
or same sex. This activity gives students the opportunity to learn and discuss the intimate and
pleasurable aspects of sex.
We are not suggesting that young people should engage in sexual activity but that when they
do, they should have as much knowledge and understanding as possible to equip them for
this experience. Sexual activity at any age, that may or may not result in an orgasm, should be
consensual and pleasurable for the parties involved.
So what makes it pleasurable, enjoyable, nice or fun? How does this whole thing work?

Instructions
1 Brainstorm and record the answers to the question: why do people have sex? Circle all the
positive responses. Explain to the class that they probably know from previous sexuality
education lessons all about the parts of the bodies and how they function but that now its
time to consider which parts of the body can give us feelings of pleasure. In other words,
how it all works and why?

2 Divide the class into pairs. Hand out copies of the worksheet Anatomy and sexual pleasure
and the information sheet How it all works to each student. Hand out an A3 copy of the
worksheet to each group.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

102

individually if you feel its more appropriate. Ask if there are questions regarding any of
this material.

4 Using the information sheet, ask the students to shade in the parts of the body that

Discussion questions
Why do you think touch is such an important sense?
Positive touch between two people is a way of communicating. It can show support,
protection and affection. When you fall in love, the warmth of your partners touch may feel
very pleasurable.
What are some of the physiological signs of the body responding to sexual stimulation?
Are there good reasons why this happens? If so, what are they?
Some people find this subject difficult to discuss, so at the end of the lesson please use the
Question Box for any questions students have not felt able to ask out loud. (Refer to AusVELS
Level 7 Learning sequence 1, activity 5, Question Box.)
It is suggested that the information provided in the Teacher notes can be weaved into the
student discussion and wrap up.

Wrap up
There is no one way to feel. At your age, some young people experience little or no sexual
feelings, and others experience a lot. Its good for young people to be well informed about
sex. In order to make informed responsible choices, you need the facts. Sex is a big deal, and
tenderness, intimacy and pleasure are all a part of this.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

103

Learning Sequence 2 TEACHERS CHOICE

respond to sexual stimuli. Use one colour to indicate body parts which may give sexual
pleasure to either sex, another colour for females, and a third colour for males. The colouring
is to be done on the A3 worksheet and students may also wish to complete their individual
worksheet.

AusVELS Level 7

3 Allow about five minutes for the groups to read the information sheet this may be done

AusVELS Level 7

Teacher notes
Sexual consent and coercion

Sexual coercion occurs when someone forces (or attempts to force) another individual to engage
in sexual activity against her/his will. In a coercive situation, a person may be physically forced to
have sex or he or she may fear the social or physical consequences of refusing unwanted sex.
People may be sexually coerced in different ways: by emotional manipulation, deception, physical
force or threats, intimidation, and economic inducements, to name a few. Touching someones
body without her or his consent can also be a form of coercion. If someone touches you in a way
that makes you feel uncomfortable, you have the right to tell that person to stop.
Many people feel confused about the issue of sexual consent. They want to understand the limits
of what behaviour is appropriate or inappropriate in terms of ensuring consent. Some important
points to remember:
At any moment, you are entitled to change your mind about what feels acceptable, or to speak
up if you believe you are not being fully understood and respected. You can say no to a sexual
experience even after it has started.
Consenting to one act or experience does not mean that you agree to any other act or
experience. A person who consents to an experience one time has the right to say no to the
same experience in the future.
Because they have been taught to obey adults, boys and girls sometimes feel they must say
yes if an adult asks for sex. Because girls are often taught to defer to boys and men, they may
feel that they must agree to have sex regardless of their own desires. Such instances are not
examples of meaningful, informed and freely given consent.
Sometimes it is difficult to speak up if someone touches you in a way that makes you
uncomfortable. If you find it difficult to speak up, speak to a trusted adult.
Many factors affect a persons ability to consent to sex in a way that is meaningful and real.
For example, personal maturity, awareness of ones rights, and control over the basic aspects
of ones life are all important. Being able to communicate fully and openly about preventing
infection and unwanted pregnancy is also part of meaningful consent.
Sexual coercion is always a violation of human rights, no matter where, when, or how it happens.

(These notes have been adapted from Its All One Curriculum, International Sexuality and HIV Curriculum Working
Group, pp. 106107.)

Catching On Later

AusVELS Level 7 Sexuality Education Activities

104

Learning Sequence 2 TEACHERS CHOICE

Consenting means agreeing to do something. Giving sexual consent means agreeing to have sex.
All people have the right to give or withhold sexual consent. All people have the responsibility to
respect their partners right to give or withhold such consent.

LEARNING SEQUENCE 2

Worksheet

Anatomy and sexual pleasure

AusVELS Level 7
Learning Sequence 2 TEACHERS CHOICE

Catching On Later

AusVELS Level 7 Sexuality Education Activities

105

LEARNING SEQUENCE 2

Information sheet

How it all works

2 Any area of the body can respond to sexual

stimuli. For example, a person may feel
sexual pleasure from a touch to the face,
stomach, nipples, ears, legs, or anywhere
else. Each person has different responses,
and each persons response depends on
the situation.
3 Certain parts of the body that contribute
to sexual pleasure are specific to males or
tofemales:
In boys and men, they include the penis,
testes, scrotum and prostate.
In girls and women, these parts include the
clitoris, vulva, vagina and breasts.
The clitoris (not the vagina) is the part of
the female body that is most responsive
to sexual stimulation. Most females
reach orgasm (sexual climax) as a result
of stimulation of the clitoris rather than
from penile penetration of the vagina.
Unfortunately, many people do not
understand this basic fact.
4 The way the body actually responds
to sexual stimulation involves various
physiological processes. For example:

SEXUAL EXPRESSION AND ENJOYMENT

1 Emotional and physical pleasures are
important parts of sexual wellbeing.
Public health and rights organisations
have issued declarations regarding the
rights of all persons to sexual expression.
These rights include the right to seek
pleasure in the context of safety and of
mutual and meaningful consent.
2 What feels sexually pleasurable varies from
person to person. People can experience
sexual pleasure by touching themselves or
through a shared experience (with someone
of the same or the other sex). They can
also experience sexual pleasure with no
touching at all. Sources of sexual pleasure
may include fantasies, words, reading,
watching a film, caressing, kissing, or
genital contact. For sex to be enjoyable,
people must know what feels good to them
and to their partners.
3 Touching or stroking oneself (especially
ones own genitals) for sexual pleasure is
called masturbation. Masturbation is an
important way that people learn about their
bodies and sexuality. Most people seek
pleasure through masturbation throughout
their lives, including periods when they
have a sexual partner or are married.
Masturbation is a safe sexual behaviour.
It is neither physically nor mentally harmful.

heart rate increases

blood flows to the genital area (in males,
this blood flow may cause an erection)
the body secretes fluids (in females, the
vagina may become wet, while in males,
the penis may release a few drops of
pre-ejaculate which is not the same fluid
as that of ejaculation)
the bodys response to sexual
stimulation varies according to the
situation and from person to person.

(Adapted from Its All One Curriculum, International Sexuality

and HIV Curriculum Working Group, pp. 98 and 99.)

Catching On Later

AusVELS Level 7 Sexuality Education Activities

106

Learning Sequence 2 TEACHERS CHOICE

ANATOMY AND SEXUAL PLEASURE

1 The brain is deeply involved in sexual
experience and pleasure. It responds
to input from hormones and processes
emotions. Some people would say that the
brain is the most important sexual organ.

AusVELS Level 7

How it all works

AusVELS Level 7

Prevention the responsibilities of being

sexually active

To provide accurate, age-appropriate information regarding the prevention of an unintended

pregnancy.
To provide accurate, age-appropriate information regarding the prevention and spread of STIs.
To provide an opportunity for students to test their ability to transfer this information to the
process of decision-making and the responsibilities of being sexually active.

Preparation and materials

A3 copy of the worksheet Preventing an unintended pregnancy and the spread of STIs,
one per group

Introduction
Prevention is a good thing, and we practise it often. We cover our nose and mouth when we cough
or sneeze to prevent our cold from spreading to others around us. We wash our hands after using
the toilet to prevent the spread of disease. We wear a seatbelt or helmet to prevent injury. We use
sunscreen and wear hats and other protective clothing to prevent skin cancer.
All of these precautions are about prevention preventing the spread of disease and preventing
injury. There are many prevention campaigns on TV and some at school. Can anyone remember
Slip, Slop, Slap? SunSmart? Swap it, Dont Stop it? What are some other campaigns that you
can think of that have asked people to change their behaviour or to behave in a particular way?
Its better to take care so that a potential problem (which may threaten ourselves or someone
else) never happens, rather than having to solve the problem once it has already occurred. In this
activity we are looking at ways of acting responsibly in order to prevent an unintended pregnancy
and prevent the catching or spreading of an STI.
Teacher note: The prevention activities will only pick up on the more common methods of
preventing an unintended pregnancy, and the STIs of growing concern.

Instructions
1 Use the introduction as a way of initiating discussion around the notion of prevention.
2 Ask the class the following two questions:
What are the responsible behaviours for preventing an unintended pregnancy?
Not having vaginal intercourse.
If you are having vaginal intercourse, using a method of contraception.
What are the responsible behaviours for preventing the catching or spreading of an STI?
Not engaging in sexual activity.
If engaging in sexual activity, limiting the activity to safe practices and using protection.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

107

Learning Sequence 2 TEACHERS CHOICE

LEARNING INTENTIONS

unintended pregnancy and the spread of STIs. Using the worksheet, ask groups to brainstorm
and record what they know about the listed methods of contraception. (Its likely that some
groups may not be able to give detailed responses to the questions.)

4 Starting with the first column, Abstinence, ask the groups to report their responses to

Discussion questions
Can you think of other ways to prevent an unintended pregnancy or STIs? What are they?
Why do you think they havent been mentioned in our lesson today? (Some may not be
reliable and others may be myths, e.g. you cant get pregnant standing up or the first time
you have sex.)
If your friend asked you for advice about contraception, what advice would you give them
based on the discussion we have just had?
Think back to the activity Help Desk (AusVELS Level 7, Learning sequence 4, activity 1).
Can you think of three reliable and trustworthy sources of information that you would go to
for help and advice?

Wrap up
The information in this activity may not be needed for a long time, or it may be needed next week,
or maybe there are some of you who would have liked this information earlier. Whatever the case,
its hard to make important decisions and take responsibility for our own and our partners sexual
health without knowledge.
Being sexually active should be pleasurable for the persons involved and this includes being free
from the worry of an unintended pregnancy or catching an STI.

Catching On Later

AusVELS Level 7 Sexuality Education Activities

108

Learning Sequence 2 TEACHERS CHOICE

the class. Provide the class with additional information where needed and correct any
misinformation. Refer to AusVELS Level 8, Learning sequence 5, activity 4, Contraception
hope is NOT a method. The set of information cards in that activity includes images
and descriptions of the methods of contraception outlined here. Using a key word search
of contraception (or similar key word), you may also decide to use a website such as
<http://www.betterhealth.vic.gov.au/> or <http://www.fpv.org.au/teaching-resources/>.
If you want the students to learn how to apply a condom, remember that there are free
educational kits that can be ordered from <http://www.ansellsex-ed.org.au/>.

AusVELS Level 7

3 Divide the class into groups of three or four and hand out the worksheet Preventing an

AusVELS Level 7 Sexuality Education Activities

How effective is it
in preventing the
spread of STIs?

How effective is
it in preventing
an unintended
pregnancy?

Can anyone access

it and where?

How does it work?

Who is responsible
for it?

Explain what this means in

a sexual relationship. What
can a couple do/not do if
they practise abstinence?

Condom

Long-acting
implant

Contraceptive
pill

Emergency
contraceptive pill

Learning Sequence 2 TEACHERS CHOICE

Catching On Later

Worksheet

Methods of preventing an unintended pregnancy and the

spread of STIs

Brainstorm and record all you know about each method of contraception and abstinence.

AusVELS Level 7

Abstinence

LEARNING SEQUENCE 2

Preventing an unintended pregnancy and the spread of STIs

109

AusVELS Level

Sexuality education activities

User notes specific to AusVELS Level 8

If students have not had sexuality education at Year 7, it is suggested that you have a look
through the materials for both Years 7 and 8 to determine which activities best suit your students
needs. There are several activities at Year 7 to help you and your students get to know each other
(for example, Lets get started and Introducing me). Teachers choice has revision lessons and
prevention information that could be considered for inclusion at Year 8.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

111

LEARNING SEQUENCE

Getting started

1 Red light, green light what I think about sexuality education

2 Developing classroom rules
3 Introducing the Question Box
AusVELS LEVEL 8
HEALTH AND PHYSICAL EDUCATION health knowledge and promotion

> the influence of family on personal identity and values

> access reliable information about health issues
> barriers and enablers to accessing health services.
INTERPERSONAL DEVELOPMENT building social relationships

> respect for the individuality of others and acknowledgement of diversity of individuals
> differing values and beliefs held in local, national and global contexts and the impact these have
on relationships

> strategies to build and maintain positive social relationships.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

112

AusVELS Level 8

Red light, green light what I think

about sexuality education

To be able to experience and identify some of the challenges associated with discussing
sexuality among peers.
To give students an opportunity to hear why the school and community consider it important
that sexuality education is part of the curriculum.

Preparation and materials

voting cards Traffic lights red, amber and green (if you dont have time to prepare these,
use coloured markers), one set per student
copy of the list Statements on sexuality education, for teacher use

Introduction
This activity is a precursor to the next in the sequence, Developing classroom rules. It is an easy
introduction to the topic of discussing sexuality. By participating in this activity, students should
be able to appreciate the importance of establishing ground rules for future sexuality education
sessions.

Instructions
1 Pre-select three or four statements from the list Statements on sexuality education
(or develop your own) which will enable students to identify and discuss their feelings and
opinions.

2 Tell the students that we are going to begin a unit of work on sexual development, identity
and relationships, and that you are interested to hear their opinions on sexuality education.

3 Hand out a set of Traffic light voting cards to each student.

4 Read out one of the statements and ask the students to show the traffic light that best reflects
their view according to the following directions:

waving the green light is strongly agree

showing the green light is agree
showing the amber light is undecided
showing the red light is disagree
waving the red light is strongly disagree.

5 Ask for volunteers who have voted differently to share why they have taken that position.
6 Let the students know that it is OK to change to a different colour after hearing someone
elses view.

7 Read out another statement and repeat instructions 4 and 5. Continue for one or two more
statements. You do not need to use all of the statements, and you may include statements
of your own.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

113

Learning Sequence 1

LEARNING INTENTIONS

AusVELS Level 8

Wrap up
It is common and normal to feel uncomfortable or embarrassed talking about sexuality.
Sometimes it can also be a source of strong disagreement. For these reasons we are going to
develop some group rules for future sessions so that everyone feels safe to participate.

Learning Sequence 1

Catching On Later

AusVELS Level 8 Sexuality Education Activities

114

LEARNING SEQUENCE 1

List

Statements on sexuality education

AusVELS Level 8

Statements on sexuality education

Young people should learn about sexual matters at home only.

Learning Sequence 1

Young people should learn about sexual matters at school only.

The right age to start talking about sexual matters is twelve.
Girls and boys should not be in the same room when this topic
isdiscussed.
It is not important to know about sexual matters concerning the
opposite sex.
Its embarrassing to talk about sex with your friends.
Its embarrassing to talk about sex with your parents or carers.
Its not embarrassing to talk about sex with your classmates.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

115

LEARNING SEQUENCE 1

Voting cards

Traffic lights
AusVELS Level 8
Learning Sequence 1

Catching On Later

AusVELS Level 8 Sexuality Education Activities

116

LEARNING SEQUENCE 1

Voting cards

Traffic lights
AusVELS Level 8
Learning Sequence 1

Catching On Later

AusVELS Level 8 Sexuality Education Activities

117

LEARNING SEQUENCE 1

Voting cards

Traffic lights
AusVELS Level 8
Learning Sequence 1

Catching On Later

AusVELS Level 8 Sexuality Education Activities

118

AusVELS Level 8

Developing classroom rules

LEARNING INTENTION

Learning Sequence 1

To promote a safe environment where students feel comfortable joining in.

Preparation and materials

list of Examples of classroom rules in the box on page 120, or other examples of rules
you might have
large paper and markers

Introduction
Discussing sexuality, feelings and fears among peers is a risky enterprise for young adolescents,
so developing ground rules is an essential part of teaching sexuality education. This activity
aims to:
help everyone feel safe to participate in any way that they can
teach students how to disagree and share opinions in a respectful way
make sure that the more dominant students (and dominant opinions about sexuality and
gender) do not hold sway
demonstrate equitable and respectful relationships through the way the class is managed.

Teacher advice
A brief word about confidentiality
It is tempting to ask students to promise that whatever is said in the classroom stays
in the classroom; however, this is a guarantee we cannot make. Teachers, school
nurses and visiting educators involved in the delivery of sexuality education need
to set out clear boundaries which create a safe and supportive environment, while
also making clear what will happen if a young person makes a disclosure that causes
concern. More on this topic can be found in Student disclosures and confidentiality
on page 12.

Instructions
1 If you used activity 1, Red light, green light what I think about sexuality education, ask the
students how it felt to discuss sexual matters during the activity.

2 After hearing a few responses, introduce this activity by using the wrap up from the previous
activity:
It is common and normal to feel uncomfortable or embarrassed talking about
sexuality. Sometimes it can also be a source of strong disagreement. For these
reasons we are going to develop some group rules for future sessions so that
everyone feels safe to participate.
Catching On Later

AusVELS Level 8 Sexuality Education Activities

119

having trouble getting started, read out some from the list of examples provided below. As
you are part of the class, be sure to add your own ideas.

4 Once you have finished brainstorming, group the similar ideas together and come up with a
single rule for each grouping it is better to have fewer rules than many.
interact with each other rather than how not to interact with each other.

6 Discuss who should be responsible for ensuring that everyone sticks to these rules. The
responsibility should be shared by everyone in the class.

7 Discuss how you will let each other know when someone has behaved in a way that does not
reflect the agreed rules. Hopefully we can all be sensitive about how this is done so that no
one needs to feel guilty or ashamed.

8 Keep the final list of rules and display it at the beginning of each session.

EXAMPLES OF CLASSROOM RULES

Everyone has the right to pass.
Everyone has the right to speak.
Socially acceptable language will be used.
Do not use peoples names when telling stories.
Protect yourself while we would prefer that everyone respects your
privacy, we cant be sure that comments made in class wont go out into
the school ground.
We can laugh with each other, just not at each other.
Listen to different ideas without making personal putdowns.
No one will be asked to give information about private sexual behaviour.
Argue about the idea, not the person. (For example, say, I dont agree
with that idea. I believe ...)

Wrap up
Remember the rules are new to our class and sometimes it may be necessary for us to review our
class rules and make changes to them. Its all about learning how we work best together.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

120

Learning Sequence 1

5 Make up your final list on a large piece of paper, writing them as statements for how to

AusVELS Level 8

3 As a class, brainstorm some rules, writing them up on the board as you go. If the students are

AusVELS Level 8

Introducing the Question Box

LEARNING INTENTIONS

Learning Sequence 1

To promote a safe environment where students feel comfortable joining in.

To promote questioning.
To enable students to connect and organise new and existing knowledge.

Preparation and materials

one lidded box with a slot cut into the top (a shoe box or other small box)
strips of paper of equal size, one for each student

Introduction
Creating a Question Box at the beginning of this unit of work ensures that students have a safe
and private way to seek help and ask questions. It also gives you time to find the answers. Some
teachers like to bring in books or resources to address students questions, reading from a book
or referring students to a particular health website.
Do not feel that you have to answer any questions about your private life; after all, you are also
teaching the students to respect others boundaries.

Instructions
1 Bring into class a lidded box with a posting slot cut into the top. A shoe box is ideal.
2 Introduce the activity by using the information in the following script. You may read it as is or
put it into your own words:
At the end of most sessions, you will have time to write an anonymous question for
the Question Box. I [the teacher] will be the only one to read the questions so no one
else will be able to see the handwriting. I will try to find out the answers and let you
know during our next lesson. If I cant find the answer then we can take time to find
the answer together.

3 Hand out strips of paper of equal size to help keep the questions anonymous.
4 Give the students time to think about something they would like to know the answer to.
5 Ask everyone to write their question on the paper provided. If they cant think of a question
they could write something they would like to know more about. If they are unable to do that
then ask them to write that they have no question at this time. What you want is for everyone
to write something down so that, once again, it helps to keep the questions anonymous.

6 As the students leave the room at the end of the lesson, they drop their questions into the
Question Box for you to respond to at the start of their next lesson. Depending on your
class size, this might take up most of your next lesson. Alternatively, you may decide some
students queries and concerns can be appropriately addressed through other activities in
this resource.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

121

LEARNING SEQUENCE

Connecting past knowledge

to the present

1 Adolescence the big picture

AusVELS LEVEL 8
HEALTH AND PHYSICAL EDUCATION health knowledge and promotion

> physical, social and emotional changes during adolescence

> access reliable information about health issues.
INTERPERSONAL DEVELOPMENT building social relationships

> respect for the individuality of others and acknowledgement of diversity of individuals.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

122

AusVELS Level 8

Adolescence the big picture

LEARNING INTENTIONS

Preparation and materials

coloured markers, one set per group
paper about 1.5 metres in length or A3 copies of the template Body outline, one per group
information sheet Physical changes, one per student
prepare cards Social, Emotional and Cognitive changes, one set of each for the class

Teacher advice
The information in this activity is very similar to AusVELS Level 7, Learning
sequence3, activity 2, Changes. Before you begin, check with the class to see if
they completed the earlier activity. You may still want to use Adolescence the big
picture as a refresher, but be sure the students understand it is a revision exercise.

Introduction
There is a lot of information contained in the following sets of cards. As well as covering
physical changes present in adolescence, the main purpose of this activity is to highlight the
less-explained emotional, social and cognitive changes. These other changes also affect young
peoples experience of adolescence, and their behaviours and choices around sexuality. Some
changes are hard to categorise as either a social or emotional event and it is not important that
students can make the distinction. What is important is that the students appreciate that these
are constituent parts of adolescent development that combine to affect their lives. You may wish
to sift through the cards and choose those that you feel will resonate most with your group.
You will need to prepare body outlines for this session. Some teachers like to have students
trace around each other to create a life-size body outline. At this age, however, students can feel
uncomfortable being identified with the body outline so it may be safer to use the template.
It can be easier for students to form same-sex groups to prepare the body maps, as they will
be more familiar with the changes; however, it is important that all students have information
regarding both sexes. In single-sex schools it will be necessary to ask some groups to do the
outline of the other sex.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

123

Learning Sequence 2

To check prior knowledge of the changes involved in puberty and adolescence.

To correct any misunderstandings that students might have with regard to puberty.
To provide a context for developing relationships, defining ones identity and fittingin.

1 Introduce the activity by using the information in the following script. You may read it as is or
put it into your own words:

2 Divide the class into same-sex groups of three or four.

3 Give each group a set of markers, a large piece of paper or A3 copy of the Body outline, and
the information sheet Physical changes.

4 If you are not using the template, ask the groups to draw an outline of a body on the paper.
5 Ask each group to use the Physical changes information sheet to draw the changes onto the
body, inside or near the outline.

6 Hold a short class discussion asking the students: what was one thing your group learned or
found interesting from this information?

7 Now ask students to draw all the social and emotional changes they can think of onto
the body. Social changes should appear outside the body outline in the shaded area and
emotional changes in the thought clouds.

8 Once the students have completed their body maps, have them report back by displaying
their maps and comparing responses.

B Instructions
1 Choose one of the classs body maps to place on the floor in the centre of the room and move
the chairs in a circle around the map.

2 Students take turns drawing a Social or Emotional changes card from a hat (or other
container). Read out the change and if it is an aspect of adolescent development that does not
yet appear on the map on the floor, add it now.

3 The teacher now adds the Cognitive changes cards to the map (these have not been drawn
on), reading out each one and allowing time for discussion around the implications of each of
these changes for young people.

4 Finish by asking the class: when you consider all these changes (physical, emotional, social
and cognitive), what are some major implications of them for the skills or support you
mightrequire?

Wrap up
One of the things I would like to highlight for you is the cognitive changes during adolescence,
and the huge leaps your brain is making right now. One of the implications of brain development
at this stage of your life is that you have a very strong and fast connection to the emotional part of
your brain, so learning to take your time in decision-making is a really handy strategy right now.
Invite the class to write an anonymous question for the Question Box about anything discussed
so far. Explain that the questions will be answered in the next session.
Catching On Later

AusVELS Level 8 Sexuality Education Activities

124

Learning Sequence 2

Theres more to adolescence, this second decade of your life, than puberty. It covers
a whole range of emotional and cognitive changes as well as physical development.
Understanding the breadth of changes your body and mind are going through can
help you to feel a little more able to cope. It is also useful because it helps identify
some ways you might deal with these changes.

AusVELS Level 8

A Instructions

LEARNING SEQUENCE 2

Template

Body outline
AusVELS Level 8
Learning Sequence 2

Catching On Later

AusVELS Level 8 Sexuality Education Activities

125

LEARNING SEQUENCE 2

Information sheet

Physical changes

BREAST DEVELOPMENT
This is the first sign of puberty in girls. Breasts
may grow unevenly with one breast larger than
the other. Breasts are tender and sensitive
during this phase but the tenderness stops
once the breasts are more fully developed.
Hormones can also cause boys breasts to
develop slightly. This is quite common and
usually wears off after a year or so.
BECOMING FERTILE
The puberty phase of life is said to be
complete when the body is physically capable
of reproduction. This is usually reached by age
13 for girls and 14 for boys, though obviously
there is some variation.
MENARCHE
The first menstrual period.
MENSTRUATION
Girls can have their first period anywhere
between ages nine and 15, with the average
age currently at 12.5 years. This means she
has begun ovulating and could become
pregnant if she has sexual intercourse. During
ovulation the egg (or ova) is released from the
ovaries. A lining builds up in the uterus ready
to nest the egg when it arrives. If the egg is
not fertilised, the body sheds the egg and the
tissue lining through the vagina.
SPERMARCHE
The first ejaculation. This means the male
body has now started making sperm.
NOCTURNAL EMISSIONS
An involuntary emission of semen during sleep,
usually accompanied by a wet dream (an erotic
dream accompanied by ejaculation of semen).

BODY ODOUR
Increasing sweating and an adult body odour.
WEIGHT GAIN
Both males and females gain weight during
puberty. By the end of puberty males have
heavier bones and nearly twice as much
muscle. This muscle develops mainly during
the later stages of puberty. Girls fat tissue
increases to a greater percentage of the total
body than in males, and the hips grow wider.
BODY HAIR
Hair on arms and legs becomes darker and
thicker. Facial hair growth begins in the later
teen years for boys.
DEVELOPMENT OF INTERNAL AND
EXTERNAL SEX ORGANS
Female external sex organs: the vulva
which includes the labia, vaginal opening
and clitoris.
Female internal sex organs: vagina, uterus
and ovaries.
Male external sex organs: scrotum and
penis.
Male internal sex organs: testes.
SEXUAL FEELINGS BECOME STRONGER
Males and females can have sexual feelings
any time in their lives but these get much
stronger around puberty.
PIMPLES
The skins oil glands will produce excessive
amounts of sebum a light yellow, oily fluid.
VOICE GETS DEEPER
As bones, cartilage and vocal cords grow,
your voice starts to sound like an adults.
BODY SHAPE CHANGE
Female pelvis widens and
more muscle fibre is
produced in males.

OILY HAIR
During puberty the sebaceous glands produce
extra oil which can make your hair look shiny
and greasy.
PUBIC AND UNDERARM HAIR
Sometimes this starts before periods or sperm
production has begun.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

126

Learning Sequence 2

GROWTH SPURT
Bones continue to grow until about age 15 for
girls and two years longer for boys. Thats why
men often end up 13 cm taller than women
and seem to sprout extra-long legs and arms
before the body catches up.

AusVELS Level 8

Physical changes

LEARNING SEQUENCE 2

Cards

Social changes

CHANGING FRIENDSHIPS

PEERS ARE VERY IMPORTANT

Between the ages of 10 and 14, young

people tend to hang out with others of the
same sex and choose friends who are most
like them.

You start to place a higher value on

friendship and want to spend more time
with friends. Family are still very important
but you are adding friends to your
supportcrew.

From around the age of 14, teenagers

become more able to appreciate and
enjoy friendships with people whose
interests, appearance and beliefs are
different to theirs, and they may broaden
their friendship group to include both boys
andgirls.

Social changes

Social changes

DISAGREEMENTS AT HOME

HAVE MORE OR DIFFERENT

RESPONSIBILITIES

There may be more disagreements with

family about what to wear and doing
homework, for example as you practice
your new thinking powers and try to
connect more with friends.

You probably have the responsibility of

looking after your own room which may be a
room you share with a brother or sister. You
may be asked to prepare your own lunches
or possibly pick up younger family members
on your way home from school.

Social changes

Social changes

MIGHT WANT A BOYFRIEND OR

GIRLFRIEND

MORE UNSUPERVISED TIME

This is where you can start to feel a real

difference among your peers. It can be
difficult if all your friends seem to be with
someone and you would like to be, but
most people at this age will not have a
relationship.

Learning Sequence 2

Social changes

AusVELS Level 8

Social changes

Allowed to go out more, enjoy more

unsupervised time on the computer, and
perhaps have your own mobile phone.

Modified from Teenagers: A natural history, David Bainbridge, 2009, Portobello Books, London; and from Developing
adolescents: A reference for professionals, The American Psychological Association, 2002, Washington DC
<www.apa.org/pi/families/resources/develop.pdf>

Catching On Later

AusVELS Level 8 Sexuality Education Activities

127

LEARNING SEQUENCE 2

Cards

Emotional changes

EXPERIMENTING WITH A DIFFERENT

YOU

LOTS OF CHANGES, A NEW SOCIAL

CROWD AND STRONGER EMOTIONS
CAN BE REALLY HARD IF THINGS ARE
GOING WRONG IN YOUR LIFE

You become interested in trying different

styles, different music, etc. You may be
aware of an inner life that seems separate to
the body, and be questioning and learning
who you are as well as imagining a possible
you in the future. One part of figuring out
who you are relates to your gender: what
kind of male or female you would like to be,
or are. There are many strong messages
around telling you how to be male or female.

Not knowing how to sort these things out

can lead to trying to find love and comfort,
or just acceptance and belonging, through
sex, or numbing feelings with alcohol. The
tendency of ads, and of young people, to
romanticise some adult habits can make it
even more difficult to make sense of these
emotions.

Emotional changes

Emotional changes

FEELINGS OF LOVE AND PASSION MAY

START

REQUIRED TO MAKE MORE DECISIONS

And heartbreak may be a consequence of

these feelings.

And very conscious of what peers think

about you. You care a lot about what
everyone else is doing which tends to guide
your decisions.

Emotional changes

Emotional changes

REQUIRED TO SOLVE MORE PROBLEMS

SEXUAL ATTRACTION

Because you can now think in a more

complicated way, life can get more
complicated too BUT you are also more
capable of learning positive ways to
approach problems.

Another part of learning about yourself is

noticing who you are sexually attracted to.
This can change and keep on changing.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

Learning Sequence 2

Emotional changes

AusVELS Level 8

Emotional changes

128

LEARNING SEQUENCE 2

Cards

Emotional changes

VERY CREATIVE TIME OF LIFE

LEARNING HOW TO GET ALONG WITH

OTHERS AND HOW TO BE A GOOD
FRIEND

Lots of thoughts, ideas and strong feelings.

Young people place a high value on the

qualities of loyalty, frankness (honesty), trust
and being able to share private thoughts
and feelings.

Emotional changes

Emotional changes

GROUP MEMBERSHIP VS. ROMANTIC

RELATIONSHIP

GET REALLY UPSET WHEN TREATED

UNFAIRLY

At this age people tend to be more

concerned with learning how to get on with
the herd rather than an intense one-on-one
romantic relationship. Sometimes there is
a higher priority on the acceptability of the
boyfriend or girlfriend to their group than in
their relationship with that person.

Sense of fairness and justice may be very

important to you.

Emotional changes

Emotional changes

CRAVING FOR PRIVACY

FEAR OF BEING TEASED

You want to work things out for yourself

rather than being told.

Vulnerable to rejection and more selfconscious which can lead to feelings of

loneliness or isolation.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

129

Learning Sequence 2

Emotional changes

AusVELS Level 8

Emotional changes

LEARNING SEQUENCE 2

Cards

Cognitive changes

Cognitive changes

THE BRAIN REACHES ITS MAXIMUM

SIZE DURING ADOLESCENCE BEFORE
GOING THROUGH PRUNING AND
REORGANISATION

BRAIN PRUNING
The brain is pruning back the connections
you arent using now so skills you practice
during adolescence (e.g. communication
and friendship skills, problem-solving,
playing a sport, etc.) are more likely to stick
with you for the rest of your life.

Cognitive changes

Cognitive changes

YOU CAN DO MENTAL TASKS THAT

CHILDREN CANNOT DO

CHILDREN CAN DO SOME MENTAL

PROCESSES FASTER THAN YOU!

You are more able to consider a range of

options, which means you can hold them
in your head and sort through them better
than you were able to as a child. You can
set distant goals instead of only aiming
for whats good in the next hour. You can
cope with shades of grey. You can ignore
or screen out irrelevant information and you
can pay attention and concentrate.

It seems that reading others emotions gets

harder at this stage of life, maybe because
there is so much going on in your brain.
This can make emotional situations trickier
and more confusing. It also means that
putting yourself in other peoples shoes and
imagining how they are feeling is harder
for you now than it will be when you are an
adult. This may be one reason why young
people can be unthinkingly cruel to one
another.

Cognitive changes

Cognitive changes

MORE RISK-TAKING

ONLY PARTIALLY DEVELOPED

MECHANISMS FOR CONTROLLING
EMOTIONS

You want to take more risks and stretch

yourself beyond your former limits, which is
good for learning and for your self-esteem.
Of course there is also the kind of risktaking that can be very dangerous for how
you feel about yourself too.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

Learning Sequence 2

There are more thinking power cells

(grey matter) but connections need some
streamlining to enable you to get faster
access to seeing consequences.

AusVELS Level 8

Cognitive changes

You are shifting from acting on gut reactions

to being able to stop, think and take a more
intellectual, considered approach. Youll
need to practice this for a while.

130

LEARNING SEQUENCE

Belonging and identity

1 Who am I?
2 Brick walls and wrecking balls
3 Think twice
AusVELS LEVEL 8
HEALTH AND PHYSICAL EDUCATION health knowledge and promotion

> physical, social and emotional changes during adolescence

> the influence of family on personal identity and values
> community attitudes and laws influencing the sense of right and wrong.
INTERPERSONAL DEVELOPMENT building social relationships

> respect for the individuality of others and acknowledgement of diversity of individuals
> differing values and beliefs held in local, national and global contexts and the impact these have
on relationships

> the influences of peers on behaviour

> various forms of bullying and the consequences for the bully and the victim
> strategies to build and maintain positive social relationships.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

131

AusVELS Level 8

Who am I?

LEARNING INTENTIONS

Learning Sequence 3

To explore identity/sense of self who I am.

To explore and test the notion of fitting in.

Preparation and materials

copies of the template Identity disc, one per student
copies of the template Parent identity disc, one per student

Introduction
Introduce this activity by using the information in the following script. You may read it as is or put
it into your own words:
This is a new phase of your life where you are more aware of yourself, separate to your
body (if that makes sense). Its worth taking the time to reflect on what is important to
you, your sense of right and wrong, and what you value and enjoy. You can recognise
and take account of these feelings and preferences when you make decisions and
manage your relationships.

Instructions
1 Organise students into groups of five and hand out a copy of the Identity disc to each
student.

2 Ask students to fill in each section on their disc. Advise students that the private section of
the disc is not to be completed. It is for things they know about themselves but do not want to
tell others.

3 Once the task is completed, ask students to compare their disc with other members of
theirgroup.

4 Report back to class, noting similarities and differences between group members.

Discussion questions
Did anyone have identical discs? Why is this not surprising?
Should you all be the same as each other? Is there a better or best type of identity?
Would you have filled it out differently if you had done this activity in private? Its perfectly
valid and important to have a private you, too. Why? Is it important to know who will be
reading your disc?
Will this look the same in a years time? Whats most likely to be different?

Catching On Later

AusVELS Level 8 Sexuality Education Activities

132

HOMEWORK TASK
Ask the students to take the Parent identity disc home to their parent or carer. The parent or
carer should complete it as if they were back at the age the students are now. Once it has been
completed, the students can discuss with their parent or carer the differences and similarities to
their own disk.
At the start of the next lesson, have a class discussion around the following questions:
Did you learn anything new about your parent or carer?
How similar to you were they when they were your age?
What are some differences between how your parent or carer filled in their disc, imagining
themselves at age 1214, and what they think and feel now? (Talk about the differences you
see and the differences they noticed.)

Catching On Later

AusVELS Level 8 Sexuality Education Activities

133

Learning Sequence 3

At this age and stage you are quite able to appreciate difference in your friends rather than being
critical of someone who is unlike the rest of the group. Hopefully you can also apply this kinder
outlook to yourself and your own differences. This age tends to breed a feeling of not being good
enough, so its important to identify some of your natural strengths and interests and make the
most of them.

AusVELS Level 8

Wrap up

LEARNING SEQUENCE 3

Template

Identity disc
AusVELS Level 8

Wh

at d
in y o you
li
our
free ke to d
o
time
?

W
h
ats
m
my y pla
f
a
mil ce in
y?

find
ou ficult?
y
o
f
r di
at d
Wh ging o
llen
cha

Wh

oa

re y

ou

clo

se

to?

or
es f
hop you)?
our
re
re y e futu
h
at a
Wh ture (t
fu
the

TE
in
IVA
say e
PR
s
nt
uld ne el
o
wo
me
ery
ff I
Stu t of ev art of
p
fron t is a
bu

orri
es

you

at w

Wh

Catching On Later

Learning Sequence 3

hat
ne t
o
d
ou
oud
ve y feel pr
a
h
u
at
Wh kes yo little)?
a
a
n
m
(eve

AusVELS Level 8 Sexuality Education Activities

134

LEARNING SEQUENCE 3

Template

Identity disc
AusVELS Level 8

Wh
at d
in y id you
our
spa like to
re t
ime do
?

a
t
w
as
my
m
y
p
f
a
mil lace
in
y?

Wh

find
ou cult?
y
id
ffi
r di
at d
Wh ging o
llen
cha

Wh

oa

re y

ou

clo

se

to?

for
pes
r ho you)?
you
re
ere e futu
th
at w
Wh uture (
f
the

TE
IVA want
PR
f
nt
did ront o is
ff I
f
Stu y in e but
a
s
to s ne el me
of
ryo
eve a part

orri
ed

you

at w

Wh

Catching On Later

Learning Sequence 3

that
do ud
u
o
id y el pro
at d
fe
Wh e you ittle)?
l
d
ma ven a
(e

AusVELS Level 8 Sexuality Education Activities

135

AusVELS Level 8

Brick walls and wrecking balls

LEARNING INTENTIONS

Learning Sequence 3

To provide tools to generate discussion around the qualities of friendship.

To explore and test the notion of fitting in.

Preparation and materials

copies of images of bricks and wrecking balls, one of each image per student
mortar (strips of paper)

Introduction
The concept of peer pressure has had negative connotations for many years but research tells us
that peer groups also support positive choices, such as studying harder or behaving ethically in a
relationship. How you choose your group of friends, therefore, might be as important as your own
problem-solving skills, attitudes and behaviours.
The purpose of this activity is to help students to consider the qualities of a group of friends that
would lift and support them in their endeavours. It is also intended that students will be able to
appreciate the difference between attaining popularity versus friendship.

Instructions
1 Introduce this activity by asking the students to consider the following:
How do we choose our friends? How do you surround yourself with people that
lift you up and make you feel supported? It helps to know that while you may not
win popularity contests, it is more important to have, and to be, a friend than to
bepopular.

2 Distribute bricks and have each student write just one quality, attribute, activity or behaviour
that they believe is important in a supportive, positive friendship. Use the chart below if
students require prompting.

3 Once all the students have labelled their bricks, lay them out on the floor to build up a
brickwall.

4 Distribute the wrecking balls and ask students to label them with one quality, attribute or
behaviour that would knock the wall down. Use the chart below if students require prompting.
Be sure to also include web harassment issues, as discussed in the Teacher notes below.

5 Cover the bricks, one by one, with the wrecking balls. You can remove the bricks completely if
you feel this has greater impact.

6 Distribute the mortar (strips of paper) and ask students to label them with qualities or
behaviours that would strengthen the wall. What do you see people doing that helps hold the
wall up? Have them apply some mortar to rebuild the wall.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

136

Possible friendship qualities, attributes, activities or behaviours

Popularity

athleticism
how you look
personality
social skills

Catching On Later

Bricks

Wrecking balls

Mortar

Qualities of supportive
friendship groups
(people that lift you up)

Qualities and
behaviours that
destabilise friendship

Qualities that could

help hold a friendship
together

loyalty
support
intimacy
sharing
a feeling of being
accepted for who you
are
supportive
forgiving
trustworthy
honest
considerate
respect your choices
and support you in
them (even if they
are different to their
choices)

group that enjoys

spreading gossip
working to exclude
someone
saying hurtful things
on Facebook
picking on someone
etc.
aggressive
behaviour (both
verbal and physical)
putting up photos
of friend online that
youre pretty sure
will embarrass them
posting nude/
drunken photos of
friends

facing the problem

listening
telling
compromising
forgiving
apologising
admitting you are
wrong
helping out
spending time

AusVELS Level 8 Sexuality Education Activities

137

Learning Sequence 3

To wrap up the lesson, have students divide the bricks into piles. One pile is popularity and the
other is friendship. Discuss what it means to be popular and discuss what it means to be a good
friend. Is it possible to be both? Bricks can be transferred from one pile to the other throughout
the discussion provided the student moving the brick explains the reason for the move. The
idea you want the students to take away is that friendship is ultimately more sustaining
thanpopularity.

AusVELS Level 8

Wrap up

LEARNING SEQUENCE 3

Activity

Brick
AusVELS Level 8
Learning Sequence 3

Catching On Later

AusVELS Level 8 Sexuality Education Activities

138

LEARNING SEQUENCE 3

Activity

Wrecking ball
AusVELS Level 8
Learning Sequence 3

Catching On Later

AusVELS Level 8 Sexuality Education Activities

139

AusVELS Level 8

Teacher notes
Web harassment

Let students know that if they are the victim of people spreading rumours, or sending nasty,
creepy types of messages, they can do the following:
Tell the person to stop it and that you do not want them to contact you.
Ignore any more messages from them but do not delete them. Saving the nasty messages
provides evidence of what they are doing. That includes Facebook messages, Twitter, Direct
Messages (DMs), emails, chat logs anything. If its happening on MySpace you can take a
screenshot and save it.
Report it and block it.
Social media platforms have different mechanisms for reporting and blocking hurtful
or offensive comments and images (including anonymously). However, the link buttons
and locations on the web pages can change over time. Students can share their technical
knowledge with the rest of the class. You can also invite a school IT staff member
to class to demonstrate the latest methods for blocking and reporting, for example,
withinFacebook.
If the person keeps doing it they could be harassing you, which is illegal. Tell a responsible
adult and ring the police for advice if you are getting scared and upset.
You may find the below websites useful.
Love the good, the bad and the ugly (produced by Domestic Violence Centre Victoria):
<http://lovegoodbadugly.com/>
Cybersmart (produced by the Australian Government):
http://www.cybersmart.gov.au/Teens.aspx
eSmart (produced by The Alannah and Madeline Foundation):
<https://www.esmartschools.org.au/Pages/eSmartPortal.aspx>
Bullystoppers website:
http://www.bullystoppers.com.au/.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

140

Learning Sequence 3

The Brick walls and wrecking balls activity is designed to allow students to manage face-toface relationships; however, considering the impact of the online social world, it is also a good
opportunity to introduce the topic of web harassment.

AusVELS Level 8

Think twice

LEARNING INTENTIONS

Learning Sequence 3

To allow students to explore who they would like to be.

To facilitate conversations about internet safety and privacy.
To provide students with personal strategies for enhancing sexual health duringpuberty.

Preparation and materials

copies of the four Image and profile worksheets, two sets
A3 copies of the worksheet Privacy who sees what?, one per group
information sheet Social networking safety tips, one per student
equipment for viewing internet videos Think Whats Next and Think Whats Next 2
<http://www.chnnyc.org/services/teen/more-than-just-sex-campaign/>

Introduction
Introduce the activity with the idea that sometimes we like to portray ourselves in different ways.
When we are with our families it may be one way, with friends, another; and when we want to
make a statement about ourselves or get someone to take an interest in us, thats yet another
way. We do this in the way we look, dress, walk, talk etc. Is it OK for these images of ours to cross
boundaries? For example, would you want your parent or carer to see the image you portray with
your friends? Would you like your classmates to see the image you portray with your family?

Instructions
1 Divide the class into eight small groups. (If your class is very small you can create four groups.
In this case you will only need one set of the four Image and profile worksheets.)

2 Hand out one of the worksheets to each group. This means that two groups will have the same
worksheet which makes for a more interesting discussion. Allow a few minutes for students
within each group to share their impressions of the image.

3 Hold a brief class discussion on the following questions: What assumptions have you made
about the people in these photos? Would you invite them to be a friend? Why? Why not?

4 Next, hand out one copy of the worksheet Privacy who sees what? to each group.
5 Using the Image and profile worksheet, ask the groups to complete the Privacy who sees
what? worksheet for their image. To do this, students will need to read the profile under the
image and consider with whom the person would want to share this information. Remind
students to think about the statement each person is trying to make and base their decisions
on that.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

141

AusVELS Level 8

Discussion questions

Wrap up
Its OK to portray different images of ourselves. Nearly everyone does. When you go out to a really
nice place, you often take more time with your appearance. While youre there, you often modify
your behaviour and speech to fit in with the group. Hand out the Social networking safety tips
information sheet to students and discuss.
Finish up by showing the two videos (Think Whats Next and Think Whats Next 2) then discuss
whether or not these videos portray a real possibility
<http://www.chnnyc.org/services/teen/more-than-just-sex-campaign/>.
(These videos have been developed by Community Healthcare Network, New York City
<http://www.chnnyc.org/services/teen/>)

Catching On Later

AusVELS Level 8 Sexuality Education Activities

142

Learning Sequence 3

Ask groups to provide feedback on who they thought their given profile should be shared
with. Discuss the differences between groups with the same image.
What needs to be considered for each of these people when putting up an image?
Would you do it differently? How?

LEARNING SEQUENCE 3

Information sheet

Social networking safety tips

STAY IN CONTROL GUARD YOUR PRIVACY

Before setting up your profile, think

about who you want to see your personal
information.
Different social networking sites have
different privacy settings read about these
carefully before deciding who you want to
access your personal information.
If you only want people you know to see
information about you, set your profile to
private. This is the recommended option.
Every now and again, look through your
contacts or friends and make sure you still
want them to know your personal details.
Remember, its not how many people you
know but how well you know them.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

Private mode may be safer than public

mode, but arguments can still occur
between friends. People you know could
use something you have posted against
you; for example, to bully you or to damage
your reputation. Think very carefully about
what you share with your friends. It is
important to protect your password dont
give it to your friends even for fun. If you
give it to them, you just cannot be sure who
they might pass it on to.
If you use your mobile to access social
networking sites, remember phones can
be easily lost or stolen and you dont know
who could get your information, or pretend
to be you. Put a PIN lock on your mobile so
it cant be used without your permission.
If your computer or mobile remembers your
password, use a PIN number or password
every time you sign in.
Make sure that you register your real age so
that other people dont think you are older
than you are.

143

Learning Sequence 3

Social networking sites are used mostly to

connect with friends you know in the real
world, so you might not think about strangers
getting hold of your personal information
such as mobile number, email address or
where you live. But it is important to think
about the information you post on your page
and on other peoples. Here are some things
toconsider:

AusVELS Level 8

Social networking safety tips

LEARNING SEQUENCE 3

Information sheet

Social networking safety tips

Are you sure you want to do this? You

wont be in control of who will see your
information.
Be cautious going public may lead
to things you didnt mean to happen.
Be careful about the kind of information
(including images) you share about
yourself and how you manage your online
reputation. Other people can pass on or
change your information and you might not
be able to stop them or delete it afterwards.
Remember, when you go public it is not
just friends of friends of friends but also
complete strangers who will be able to
see your content, and search and find
youonline.

DID YOU KNOW?

Its possible for you to view what your friends
are seeing of your Facebook page. Check
it out. Is this what youre happy for them to
view? Heres how:
log in then click on your name at the
topright
click on the View As button at the
topright
click on public link (within the paragraph
at the top of the page) to see what
everyone can see
enter a friends name to see what they
canview.
Be sure to check your privacy settings
regularly. Over time they may be changed by
your social media site without your knowledge.

Some social networking sites have a range

of settings between public and private
select the one that is appropriate for you.

WEBSITES FOR SOCIAL NETWORKING AND TEEN SAFETY

Australian Institute of Criminology, Australian Government:
<http://www.aic.gov.au/crime_types/cybercrime/prevention.aspx>
eSmart (The Alannah and Madeline Foundation):
<https://www.esmartschools.org.au/Pages/eSmartPortal.aspx>.
Teenshealth (from Nemours) :
<http://kidshealth.org/teen/safety/safebasics/internet_safety.html#>

Catching On Later

AusVELS Level 8 Sexuality Education Activities

144

Learning Sequence 3

GOING PUBLIC
If you intend to share your profile and content
with everyone who is online, there are several
things to think about:

AusVELS Level 8

Social networking safety tips (continued)

LEARNING SEQUENCE 3

Worksheet

Image and profile 1

AusVELS Level 8
Learning Sequence 3
iStockphoto matt_scherf

PROFILE 1
Name
Age

I6

Gender

Male

Relationship Status

Just split up

My Interests

Music and videos

Catching On Later

AusVELS Level 8 Sexuality Education Activities

145

LEARNING SEQUENCE 3

Worksheet

Image and profile 2

AusVELS Level 8
Learning Sequence 3
iStockphoto Maica

PROFILE 2
Name
Age

I5

Gender

Female

Relationship Status

No one special

My Interests

Hanging out with friends and

listening to music

Catching On Later

AusVELS Level 8 Sexuality Education Activities

146

LEARNING SEQUENCE 3

Worksheet

Image and profile 3

AusVELS Level 8
Learning Sequence 3
iStockphoto davidf

PROFILE 3
Name
Age

l6

Gender

Female

Relationship Status

Looking for someone

My Interests

Films and music. Fashion

Catching On Later

AusVELS Level 8 Sexuality Education Activities

147

LEARNING SEQUENCE 3

Worksheet

Image and profile 4

AusVELS Level 8
Learning Sequence 3
iStockphoto weareadventurers

PROFILE 4
Name
Age

l5

Gender

Male

Relationship Status

Looking for same sex partner

My Interests

Sport

Catching On Later

AusVELS Level 8 Sexuality Education Activities

148

LEARNING SEQUENCE 3

Worksheet

Privacy who sees what?

AusVELS Level 8

Privacy who sees what?

PROFILE NUMBER AND NAME:

Learning Sequence 3

Tick the settings you want to use

Everyone
My Friends
PERSONAL DETAILS
My Friends Friends
Only Special Friends
Everyone
My Friends
MY BIO
My Friends Friends
Only Special Friends
Everyone
My Friends
MY INTERESTS
My Friends Friends
Only Special Friends
Everyone
My Friends
PHOTOS OF ME
My Friends Friends
Only Special Friends
Everyone
My Friends
RELATIONSHIP STATUS
My Friends Friends
Only Special Friends

Overall, how public should this person go?

Catching On Later

AusVELS Level 8 Sexuality Education Activities

149

LEARNING SEQUENCE

Degrees of love

1 Loves me, loves me not

2 How do I know?
AusVELS LEVEL 8
HEALTH AND PHYSICAL EDUCATION health knowledge and promotion

> physical, social and emotional changes during adolescence.

INTERPERSONAL DEVELOPMENT building social relationships

> respect for the individuality of others and acknowledgement of diversity of individuals
> differing values and beliefs held in local, national and global contexts and the impact these have
on relationships

> the influences of peers on behaviour

> strategies to build and maintain positive social relationships.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

150

AusVELS Level 8

Loves me, loves me not

LEARNING INTENTIONS

Preparation and materials

equipment for showing Daisy PowerPoint presentation (If using PowerPoint is not an option,
prepare the daisies provided at the end of the activity. You will need to photocopy them onto
A4 paper or card and cut along the dotted line of each. Only one set required.)
Note: the Daisy PowerPoint presentation is available online at:
<http://www.education.vic.gov.au/school/teachers/teachingresources/social/physed/
Pages/resources.aspx#3>.

Introduction
This activity is intended to be a quick and fun warm-up to introduce students to the notion that
there are degrees of love.
In the preceding learning sequences we have talked about the relationship we have with our
selves, looking at how we define personal values, before considering different qualities of
friendship and group membership. Now we move on to romantic relationships and the idea that
it can take time to really know someone. The aim is to promote the idea that there can be fun and
enjoyment in this getting-to-know-you phase of romantic relationships. Teacher notes have been
provided for your information regarding stages of development related to this area.
The daisies provided in the accompanying PowerPoint file represent variations of the same game
played in different countries (not identified) around the world.

Instructions
1 Using the PowerPoint presentation, demonstrate the different versions of the game Loves me,
loves me not from around the world. (An alternative to the PowerPoint is that students could
volunteer to read out the following three scripts. Make sure you choose robust students who
can take some teasing.)
DAISY 1:

He/she loves me a little, a lot, passionately, madly, not at all.

DAISY 2:

He/she loves me, he/she likes me, he/she respects me, he/she doesnt
want me, he/she doesnt care, he/she makes fun of me, in her/his mind,
in his/her speech, in his/her heart, atthe wedding carpet.

DAISY 3:

He/she loves me, loves me not, spits at me, kisses me, presses me to
his/her heart, sends me to the devil.

COMMON DAISY: He/she loves me, loves me not.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

151

Learning Sequence 4

To assist students in understanding degrees of love in a relationship through the use

ofimages.
To recognise and consider the importance of relationships.

Move around the daisy in an anticlockwise direction. The petals will disappear from the slide
with each mouse click as if you were picking them off.

3 If you are using the cut-out daisies, fold each petal under the flower after you have read it.

Whats the difference between the Common daisy and all the others? The Common daisy
only has two choices whereas the others have several degrees of love.

Wrap up
Thinking about the discussion we have had, you can see that it doesnt have to be just yes or no,
black or white. There are shades of grey, such as I think I like you and lets get to know each
other better.

HOMEWORK TASK
Ask the students to discuss with a parent, carer or other adult the following questions:
How did you know that you were in love the first time?
What were the feelings or behaviours that were different from the everyday?
How did you know that someone loved you?
Back in class, ask the students to feed back the information from their discussions with their
parent, carer or other adult. What are the similarities?

Catching On Later

AusVELS Level 8 Sexuality Education Activities

152

Learning Sequence 4

Discussion question

AusVELS Level 8

2 Read out the petals starting at the bottom right, clicking the mouse as you read each petal.

AusVELS Level 8

Teacher notes
Stages of sexual development and relationships in adolescents

Some people will be here (1214 years):

Girls will be interested sooner than boys in having a love interest.
Most people this age benefit from friendships and group activities. They are learning and
practising relationship skills before tying their cart to one horse, so to speak.
Some people will be more interested in the social status of having a girlfriend or boyfriend
than in the actual person (so if you feel that someone is using you, you could be right).

Others will be here (1416 years):

At this age, there is definitely more interest in romantic relationships but they tend to be
short-term. Thats OK because you are still growing and changing a lot, so having a lifelong
love with someone you meet now is unlikely. Coping with heartbreak and being crazy about
someone can be exciting and tough too.
You experience feelings of love and passion.

You are moving towards here (1719 years):

You are concerned with serious relationships.
You have a clear sexual identity.
You have capacities for tender and sensual love.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

153

Learning Sequence 4

There is a developmental trajectory to the types of romantic relationships young people are ready
for. This trajectory should reassure those who are not yet interested in relationships, as well as
promoting a degree of caution among those who are interested with regard to expectations of
romantic relationships at this age and stage of life.

LEARNING SEQUENCE 4

Activity

Daisy 1
AusVELS Level 8

y
ad
l
m
Lo

ve
sm

ll
ta
ta
no

Lov

es m

e pa

ssio

nate

ly

Loves me a lot

Lo

little

Learning Sequence 4

sm
ve
Lo

ves

a
me

Daisy
1

Catching On Later

AusVELS Level 8 Sexuality Education Activities

154

LEARNING SEQUENCE 4

Activity

Daisy 2
AusVELS Level 8

rpet

e
es m

In

hi
s/
he
r

in
d

Learning Sequence 4

dding ca

In his/her speech

t
ar
he
er
/h
his
In

At the we

es

Mak

Daisy
2

Doe

of
fun

snt

Lov

me

care

me
es

nt

wa
me

Lik

nt

es

Do

AusVELS Level 8 Sexuality Education Activities

Respects me

Catching On Later

155

Activity

LEARNING SEQUENCE 4

Daisy 3
AusVELS Level 8
Learning Sequence 4

Spits at me

Kis

ses

me

e
sm

not

Lov

Daisy
3
o
et
m
es eart
s
s
h
Pre /her
s
hi

Lov

es

me

Sends me to the devil

Catching On Later

AusVELS Level 8 Sexuality Education Activities

156

Activity

LEARNING SEQUENCE 4

Common Daisy
AusVELS Level 8

no

Lo
v

Common
Daisy
no

Lo

no

ve

ve

Loves me

AusVELS Level 8 Sexuality Education Activities

Loves me

Lo

Loves me

Catching On Later

no
t
e

es

ve

Learning Sequence 4

Loves me

Lo

157

AusVELS Level 8

How do I know?

LEARNING INTENTIONS

Learning Sequence 4

To discover and discuss safe and comfortable ways to get to know someone better.
To recognise and consider the importance of relationships.

Preparation and materials

cards How do I know?, one set per group
markers, one per group
A3 or larger paper, one sheet per group
glue sticks, one per group

Introduction
Decisions about sex and relationships are personal and different for different people. They may
be affected by beliefs, faith, culture, friends, and a desire to fit in. It is important for each person
to make choices in their own time.
Introduce this activity with these questions: How do you know that someone likes you or is
interested in you? How do you let someone know that youre interested in them? Also tell the
students that we are going to broach the subject of sex in relationships today as well.

Instructions
1 Divide the class into groups of four to six.
2 Give a large sheet of paper to each group and ask them to divide it into four columns
with the following headings: they love me; they like me; they dont care for me; they
disrespectme.

3 Hand out a set of How do I know? cards to each group and ask the students to try to sort
them into the four columns then paste them on.

4 Ask each group to display their poster on the wall for all to see.
5 Discuss the following: Which signs might mean liking in one situation and not liking in
another? How do you know if you like them too? What words or gestures would people your
age feel comfortable using to show someone they like them? Remind students that it is
difficult to learn to read the signs, which is why it helps to get to know someone better and
why people might choose not to get emotionally involved at this stage of their lives.

6 Ask students to find a partner within their group and together write down the top ten qualities
they would like in a relationship.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

158

Wrap up
Select some of the Teacher notes: Is everyone having sex? to share with the students.
Remind students that its good to get to know someone, have fun together and feel like you
can be yourself. Having a good relationship doesnt mean you have to engage in sexual activity
whether its kissing, touching, oral sex or intercourse if you are not ready or feel unsure.
Whatever you do, it should always be something you both want to do.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

159

Learning Sequence 4

What are the most important qualities of a relationship? Each pair can feedback their top two
or three.
Are the priorities the same for boys and girls? (This may have been part of the partner
discussions when deciding their top ten.)
How important is sex in a relationship?

AusVELS Level 8

Discussion questions

AusVELS Level 8

Teacher notes
Is everyone having sex?

Learning Sequence 4

No.
One quarter of Year 10 students and just over half of Year 12 students had experienced sexual
intercourse. Less than 50 per cent of Year 10 and 12 students had experienced oral sex.
(Secondary school students and sexual health 2008, Australian Research Centre for Sex, Health and Society,
La Trobe University, 2009.)

We do not have Australian statistics on younger students.

Is sex as good as the movies make out that it is?

Most students report positive feelings after having sex; however, for young women there is some
evidence of a decline in more positive feelings between the 2002 and 2008 surveys. This tends to
be related to the age of the person when they first have sex. That is, the older they are the more
likely it is to be a happy experience.

Is everyone using condoms?

In 2008 most students (69 per cent) reported using a condom the last time they had sex and
half the sample of sexually active students always used a condom when they had sex in the
previousyear.

Same-sex attraction
Nine per cent of students reported attraction to people of the same sex. This number includes
people who are unsure and who are attracted to both males and females.

Unwanted sex
In the survey carried out in 2002, 28 per cent of young women reported ever having unwanted
sex. In 2008 that number had increased to 38 per cent. Students cited being too drunk (17 per
cent) or pressure from their partner (18 per cent) as the most common reasons for having sex
when they did not want to.
(Smith et al., 2008, Chapter 5, p 2547)

Forced or frightened into sex

A large study of Australian men and women found that a small proportion of men (4.8 per cent)
and a much larger proportion of women (21.1 per cent) had been forced or frightened into
unwanted sexual activity. Many of them (2.8 per cent men and 10.3 per cent women) were 16
years of age or under when this occurred.
(de Visser, R. et al., 2007, Volume 27 Issue 2, pp. 198 203)

Catching On Later

AusVELS Level 8 Sexuality Education Activities

160

LEARNING SEQUENCE 4

Cards

How do I know?

Wont sit next to me

Sends someone to tell me

that he or she likes me

Calls me by my name

Has sex with me

Doesnt want me to
see my friends

Makes me feel OK
when I say what I really think
rather than feeling like
theyll dump me

I feel like I can be myself

Wont kiss me

Gets really jealous

if I talk to other people

Talks to me

Phones me

Brushes against me when

we pass by each other

Shares important secrets

and feelings

Smiles at me

Wants to spend time

with me

Listens to me

Asks my opinion

Laughs at me

Puts me down

Invites me to be a friend
on social networking

Throws paper at me

Sends me a smiley text

Wants to hold my hand

Wants me to give
her/him oral sex

Keeps me a secret
from their friends

Holds my hand when

no one is around

Kisses me

Borrows my calculator
during class

Catching On Later

AusVELS Level 8 Sexuality Education Activities

Learning Sequence 4

Sits next to me

AusVELS Level 8

Helps me with
my homework

161

LEARNING SEQUENCE

Talking about sex and relationships

1 When is the right time?

2 Why do people have (or not have) sex?
3 Choices and effects sexually transmissible infections (STIs) continuum
4 Contraception hope is NOT a method
AusVELS LEVEL 8
HEALTH AND PHYSICAL EDUCATION health knowledge and promotion

> physical, social and emotional changes during adolescence

> the influence of family on personal identity and values
> community attitudes and laws influencing the sense of right and wrong
> sexual health of young people (e.g. safe sex, contraception, abstinence, prevention of STIs)
> access reliable information about health issues
> barriers and enablers to accessing health services.
INTERPERSONAL DEVELOPMENT building social relationships

> respect for the individuality of others and acknowledgement of diversity of individuals
> differing values and beliefs held in local, national and global contexts and the impact these have
on relationships

> the influences of peers on behaviour.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

162

AusVELS Level 8

When is the right time?

LEARNING INTENTIONS

Preparation and materials

A5-sized cards Ages 12-40, one set for the class

Introduction
The purpose of this activity is to help students to consider their own values and boundaries
around sexual activity. We also want them to hear from other students, and to consider the range
of perspectives on this topic.

Instructions
1 Tell the students you are going to ask for their opinions about the right age for a list of
different scenarios. Refer to the classroom rules (Learning sequence 1, activity 2) before
beginning this activity.

2 Place the cards along the wall with age 12 at one end and age 3640 at the other.
3 Read out statement a from the list below then ask students to move to the card that best
represents the age at which they think this scenario should occur. Students who have
chosen the same card should then discuss amongst themselves why they have chosen this
particularage.

4 Ask one representative from each group to report their findings to the class.
5 Invite students to change groups if they would like to once they have considered all the
perspectives.

6 Read out statement b then repeat instructions 3-5.

Read and discuss the information in the Teacher notes
regarding the age of consent. Again, invite
students to change groups now they have
new information.

7 Repeat the process with statements c and d.

SCENARIOS:
a the age to have a relationship
b the age to have a sexual relationship
(you could also ask: the age to have
intercourse or oral sex)
c the age to have a baby
d the age to use contraception.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

163

Learning Sequence 5

Through discussion, come to an understanding that the decisions one makes about
relationships and sex are individual. They may be influenced by beliefs, faith, culture, friends,
and the desire to fit in.
To explore the notion that the choices we make can change depending on who we are and
whats happening around us now.

Wrap up
Its important to remember that there is quite a range of values and beliefs, even in our class.
There is not one rule for everyone. Thinking back to your identity disc, what sort of relationship
would you feel comfortable with at this time? This is information for the private section of your
disc so you dont need to share it with the class, but you may find it useful to think about when
making decisions regarding the types of relationships you are ready for.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

164

Learning Sequence 5

Did you agree with your friends about the right age for each scenario?
Does your opinion about the appropriate age ever change?
Reflect on the identity disc you made earlier in this program (Learning sequence 3, activity 1).
How do your choices now match your values and what is important to you?
Why do you think that people we know very well may still have chosen differently from
ourselves?
Where would your parents stand? A representative of your school? Your peers?
Imagine your parents at the age you are now how might their answers have been different?
What has changed between then and now that might explain these differences?

AusVELS Level 8

Discussion questions

LEARNING SEQUENCE 5

Cards

Ages 1240
AusVELS Level 8

AGE
14

AGE
15

AGE
16-18

Catching On Later

AusVELS Level 8 Sexuality Education Activities

Learning Sequence 5

AGE
12-13

165

LEARNING SEQUENCE 5

Cards

Ages 1240
AusVELS Level 8
Learning Sequence 5

AGE AGE
19-21 22-30

AGE AGE
31-35 36-40
Catching On Later

AusVELS Level 8 Sexuality Education Activities

166

Sex and emotional readiness

Sex is meant to be:

something you decide to do when youre ready to

something that makes both participants feel good
something both people agree to and are mentally old enough to be able to consent to
something you can interrupt or stop at any time
safe (because youre both prepared with condoms to protect you from sexually transmissible
infections and unwanted pregnancy)
something you are legally old enough to engage in
honest emotionally and factually honest
mutual a shared, two-way intimate experience.

Sex isnt meant to be:

the only way to prove that you love someone

something you feel pressured or forced into
something you do because everyone else is doing it
something that makes you feel used
about using someone else for sex alone.

Sex and the law

Age of consent
There are no laws about when you can start to have a relationship with someone else but there
are laws about when you can start to have sex.
If you are 12 to 15 years of age, a person cant have sex with you, touch you sexually or perform
a sexual act in front of you if they are more than two years older than you even if you agree.
And that means two years exactly. If they are two years and four days older, it is still against
the law.
At 16 to 17 years of age, a person who is caring for you or supervising you, like a teacher, youth
worker or foster carer, cant have sex with you, sexually touch you or perform a sexual act in front
of you even if you agree unless they are married to you.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

167

Learning Sequence 5

Below are just two aspects involved in determining the appropriate age for a sexual relationship.
There are countless more, such as family and religious values, cultural expectations etc.

AusVELS Level 8

Teacher notes

If someone has sex with you or touches you sexually when you are asleep, unconscious or so
affected by alcohol or drugs that you are not able to agree, it is still sexual assault.

Mobile phone pictures and the risks of sexting

Sexting or sending sext messages refers to situations where nude and/or sexual images
are taken on a mobile phone, tablet, web-cam or other device, often by young people and their
friends. This is a crime if the photo includes a person under the age of 18. Sexting is already
leading to young people being charged by the police with child pornography offences.
Taking or sending pictures of your friends on your mobile phone or other device, or posting them
online, especially if they are not fully dressed and even if they agree, could end up with you being
charged by police for committing a criminal offence.
(Adapted from the Victoria Legal Aid website <http://www.legalaid.vic.gov.au/745.htm>. )

Useful websites
Love: the good, the bad and the ugly produced by the Domestic Violence Centre Victoria
<http://lovegoodbadugly.com/ >
Cybersmart produced by the Australian Government
<http://www.cybersmart.gov.au/Teens.aspx>.

Recommended legal resources for teachers and students

Am I old enough? is a handy booklet for young people about the law. Order or download for free at:
www.legalaid.vic.gov.au/583.htm
Young people and the law is a teachers kit. Order or download for free at:
www.legalaid.vic.gov.au/803.htm

Catching On Later

AusVELS Level 8 Sexuality Education Activities

168

Learning Sequence 5

As well as imposing age limits, the law says that two people cant have sex unless they both
agree (consent) to. If you dont agree and someone threatens you or touches you sexually they are
breaking the law.

AusVELS Level 8

When one person does not agree to sex

AusVELS Level 8

Why do people have (or not have) sex?

LEARNING INTENTIONS

Preparation and materials

large paper, one sheet per group
markers, one per group

Introduction
Good sexual health means making sure you have the knowledge, skills and ability to make
informed sexual choices and act responsibly to protect your health and the health of others.
Note that while there are a lot of different things people can do with and for each other that are
sexual, when we refer to sex in this activity we mean vaginal, anal and oral sex.

Instructions
1 Divide the class into an even number of small groups. Half of the groups brainstorm the
following question: Why would a young person decide to have sex with someone? The
remaining groups brainstorm this question: Why would someone decide not to have sex
withsomeone?

2 Ask the groups to report back and list the findings on the board in two columns:
a reasons why people say yes to sex
b reasons why people say no to sex.

Discussion questions
There are a whole range of factors that influence peoples decisions about sex. People expect
different things from sex, and sex can have a variety of personal meanings to different people.
What are some of the reasons one person might say no to any kind of sex for a long time,
while another person might say no for the moment, or yes?
People can say yes to sex but there are laws they need to be aware of, e.g. the legal age of
consent. What are some of the rules for having sex?

(See Lawstuff: know your rights <http://www.lawstuff.org.au/vic_law/topics/sex/article>)

Catching On Later

AusVELS Level 8 Sexuality Education Activities

169

Learning Sequence 5

To explore the attitudes others may have to engaging in an intimate relationship, and to
reflect on how ones own attitudes have been influenced.
To explore the concept of safer sex and what it means in a sexual relationship, i.e. to increase
student comfort and confidence around safer sex practices, sexual decision-making, and
knowledge of STIs.

Learning Sequence 5

What are the implications if a person says yes to sex? What is safer sex and why do we
say safer instead of safe sex? What are some safer sex practices that become a persons
responsibility when they get involved in a sexual relationship?

Teacher advice
If your students have not participated in the extra activities from AusVELS Level 7
Teachers choice Learning sequence 2, this would be an ideal time to include them.

Wrap up
No-one has the right to force someone to have sex. No-one ever owes anyone sex. Yes feelings
can change to no feelings and people need to be aware of respecting one another when
feelingschange.
When someone begins to engage in sexual activity, there are different ways this can affect their
health not just physical but emotional health as well. For example, feeling happy or sad with
ones relationship; neglecting existing friendships; getting pregnant or getting an STI. Hopefully
there will also be positive consequences, and being well-informed can increase the chance of a
person making healthy, responsible choices.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

AusVELS Level 8

Sometimes people have sex because they believe everyone else is doing it. What percentage
of Year 10 Australians do you think have ever had sexual intercourse? (According to the
4th National Survey of Australian Secondary Students conducted in 2008, 27.4 per cent of
students have ever had sexual intercourse. Have ever may mean it has only happened once.
This means that around 72 per cent of Year 10 students have never had sexual intercourse.)

170

AusVELS Level 8

Teacher notes
Reminders regarding safer sex

Holding off from sexual activity that involves exchange of bodily fluids and/or genital-to-genital
or skin-to-genital contact is the only 100 per cent sure way of avoiding the risk of pregnancy or
sexually transmissible infections (STIs). Having just one sexual partner and protected sexual
intercourse are the next best alternatives.
Once you become sexually active, you can practice safer sex by limiting your number of sexual
partners and using condoms and contraceptives properly and consistently.

A definition of sexual health: World Health Organization (WHO)

Sexual health is a state of physical, mental and social wellbeing in relation to sexuality. It
requires a positive and respectful approach to sexuality and sexual relationships, as well as the
possibility of having pleasurable and safe sexual experiences, free of coercion, discrimination
and violence.
(from World Health Organisation Health Topics <http://www.who.int/topics/sexual_health/en/>)

A brief note on pornography

The prevalence of pornography may lead you to think that what it depicts is what sex really is, and
what is required for good sexual performance. As most porn shows girls and women giving to
the man and enjoying a range of sex acts that are very male-focussed, with the man in control
and often aggressive/in charge/the boss, it gives an unnatural account of what real and good sex
is like, and the emotional ups and downs of it.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

171

Learning Sequence 5

Pregnancy can occur without intercourse if sperm is ejaculated near the entrance of the vagina.
STIs such as genital herpes and genital warts can be passed through skin-to-skin or skin-togenital contact. Possible consequences of unprotected sex, therefore, include exposure to an STI
and/or HIV, pregnancy, and a range of emotional impacts.

AusVELS Level 8

Choices and effects sexually

transmissible infections (STIs) continuum

To explore the concept of safer sex and what it means in a sexual relationship, i.e. to increase
student comfort and confidence around safer sex practices, sexual decision-making, and
knowledge of STIs.

Preparation and materials

cards Choices and effects statements about STIs, one set per group
information sheet STIs the facts, for teacher use

Introduction
Sexually transmissible infection (STI) resources often focus on signs and symptoms rather than
values and feelings. This activity encourages participants to explore a range of issues around STIs.
In the first place, young people need to know that STIs exist, and that if they engage in sexual
activity they are at risk of becoming infected with one. If anything looks, feels or smells different,
or they have any concerns about STIs, they can get advice, tests and treatment at a sexual health
clinic, a general practice, a contraception clinic or a specialised young peoples service. They can
also reduce their chances of contracting many STIs by using condoms correctly and consistently.

Instructions
1 This activity can be done as one large group or in smaller groups. Small groups can
sometimes elicit more discussion and help students feel comfortable. Remind students that
one of the issues that might affect a young persons decisions about sex is STIs.

2 Place the agree and disagree cards at opposite ends of a table. Explain that the space
between the cards is a continuum, ranging from agree at one end to disagree at the other.

3 Ask the group to sit in a circle(s). Place the Choices and effects statement cards face-down in
the centre of the group.

4 Ask each person in turn to pick up and read out a statement about STIs. They then place the
card somewhere on the continuum, explaining why they have put it there. The rest of the
group can then join in the discussion about where they would place it and why.

5 As cards are being discussed and placed, the teacher can use the information sheet to correct
any false statements about STIs and confirm where the statement cards should best go on
thecontinuum.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

172

Learning Sequence 5

LEARNING INTENTION

AusVELS Level 8

Wrap up
Remind students of the following key points:

There is no right time for you to have sexual intercourse. Hopefully activities like this give you
a chance to explore whether or not you are ready, and the consequences of this decision. If
you and your partner both agree that this is the right time to have sex, if there is no pressure
on either of you to do so, and if you have had the chance to discuss safe sex with your partner,
then you are on your way to being well-informed and can increase the chance of making healthy,
responsiblechoices.
Invite the class to write anonymous questions about anything discussed so far to put in the
Question Box (as created in Learning sequence 1, activity 3). Explain that the questions will be
answered in the next session.
(This activity was adapted from Gadd and Hinchliffe, 2007, pp. 5660.)

Catching On Later

AusVELS Level 8 Sexuality Education Activities

173

Learning Sequence 5

no one has the right to force someone else to have sex

no one ever owes anyone sex
yes feelings can change to no feelings and people need to be aware of respecting one
another when feelings change.

LEARNING SEQUENCE 5

Cards

Choices and effects statements about STIs

AusVELS Level 8

Disagree

You cant catch sexually transmissible

infections if you only have oral sex.

Getting infected with chlamydia can make it

harder to have babies in the future.

Some sexually transmissible infections

can be fatal.

You cant catch a sexually transmissible

infection if you or your girlfriend is using
contraception like the contraceptive pill
or the contraceptive injection.

Sexually transmissible infections are harmless.

I would be happy to ask the person

I am about to have sex with if they think they
might have a STI or are at risk of getting one.

Only people who sleep around catch sexually

transmissible infections.

You can always tell if you have caught a

sexually transmissible infection.

You can only get HIV if you are gay.

Sexually transmissible infections will go away

by themselves if you just ignore them.

It is embarrassing to talk about using

condoms with the person you want to have
sex with/are having sex with.

Its my sexual partners fault if I catch a

sexually transmissible infection.

People like me dont catch sexually

transmissible infections.

If my friend told me that they had caught a

sexually transmissible infection I would think
they were dirty.

It is possible to help protect yourself against

sexually transmissible infections.

If I have itchy genitals Ive definitely got a

sexually transmissible infection.

You cant catch HIV from toilet seats.

If my friend told me they thought they might

have a sexually transmissible infection I would
know what advice to give them.

Young Australians accounted for over

80 per cent of the cases of chlamydia in 2009.

Most sexually transmissible infections are

easily treatable.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

Learning Sequence 5

Agree

174

LEARNING SEQUENCE 5

Information sheet

STIs the facts

The below statements would definitely go at the

AGREE end of the continuum.

In women, if chlamydia is not treated it can

cause pelvic inflammatory disease (PID) which
can lead to infertility. In men, if chlamydia is not
treated it can lead to a painful infection in the
testicles and possibly reduced fertility.
Some sexually transmissible infections can
be fatal.
Most STIs can be easily treated. For some
infections, such as HIV, the infection never
leaves the body but there are drugs available
that can reduce the symptoms and help prevent
or delay complications. If HIV isnt treated it
will cause long-term damage and will develop
into AIDS (which can cause death). Untreated
syphilis may, after many years, start to cause
very serious damage to the heart, brain, eyes,
other internal organs, bones and nervous
system. At this stage, syphilis can lead to death.
It is possible to help protect yourself against
sexually transmissible infections.
You can help protect yourself against STIs:
Use a male or female condom every time you
have vaginal or anal sex.
If you have oral sex, cover the penis with a
condom, or the female genitals or male or
female anus with a dam (latex or polyurethane
soft plastic square).

You cannot get HIV from hugging, kissing,

sneezes, coughs, sharing baths or towels, from
swimming pools, toilet seats or from sharing
cups, plates or cutlery. You cannot get HIV from
any animals or insects, including mosquitoes.
Most sexually transmissible infections are
easily treatable.
Most STIs can be treated easily. It is important
that any treatment is properly completed, even if
the symptoms go away.
You can contact the following services for help
and further advice:
The Action Centre
(for people under 25 years),
tel. (03) 9660 4700 or 1800 013 952
Family Planning Victoria,
tel. (03) 9257 0100 or 1800 013 952
Melbourne Sexual Health Centre,
tel. (03) 9341 6200 or 1800 032 017 or
TTY (for the hearing impaired) (03) 9347 8619.
Young Australians accounted for over
80 per cent of the cases of chlamydia in 2009.
The rate of chlamydia notifications more than
tripled over the last decade. Young people aged
1529 years accounted for over 80 per cent of
the 62,000 notifications in 2009. Notifications
increased in both males and females. There was
also an increase in the incidence rates of HIV
and gonorrhoea.

Avoid sharing sex toys. If you do share them,

wash them or cover them with a new condom
before anyone else uses them.

(Extracted from Australias health 2010,

pp. 202-219 <www.aihw.gov.au>.)

Catching On Later

AusVELS Level 8 Sexuality Education Activities

175

Learning Sequence 5

Getting infected with chlamydia can make it

harder to have babies in the future.

You cant catch HIV from toilet seats.

AusVELS Level 8

STIs the facts

LEARNING SEQUENCE 5

Information sheet

STIs the facts

AusVELS Level 8

STIs the facts

You can always tell if you have caught a
sexually transmissible infection.

You cant catch sexually transmissible

infections if you only have oral sex.

Not everyone who has a STI has signs and/or

symptoms.

It is possible to get or pass on a number of STIs

through oral sex, including herpes, gonorrhoea,
syphilis, chlamydia, hepatitis A, hepatitis B,
hepatitis C, genital warts and pubic lice.

Sexually transmissible infections will go away

by themselves if you just ignore them.

You cant catch a sexually transmissible

infection if you or your girlfriend is using
contraception like the contraceptive pill or
the contraceptive injection.
The only form of contraception that can help
protect against STIs is condoms.
Sexually transmissible infections are
harmless.
If left untreated, many STIs can be painful
or uncomfortable, and can be passed on to
someone else. Some infections permanently
damage your health and fertility.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

If left untreated, many STIs can be painful

or uncomfortable, and can be passed on to
someone else. Some infections permanently
damage your health and fertility.
You can only get HIV if you are gay.
HIV can be passed from one person to another
in a number of ways, including through sexual
contact. Anyone who is sexually active can get
HIV. Both men and women can have HIV, and
pass it on. You dont need to have lots of sexual
partners to get HIV or to pass it on.

176

Learning Sequence 5

The below statements would definitely go at the

DISAGREE end of the continuum.

LEARNING SEQUENCE 5

Information sheet

STIs the facts

If my friend told me that they had caught a

sexually transmissible infection I would think
they were dirty.

If I have itchy genitals Ive definitely got a

sexually transmissible infection.

Discuss societys attitudes towards STIs and

whether the participants feel they would keep a
STI secret or talk to friends and/or family.

Some STIs will have the symptom of itching.

However, so will some other conditions. It
is important to get the itching checked out.
If left untreated, many STIs can be painful
or uncomfortable and can be passed on to
someone else. Some infections can permanently
damage your health and fertility.
I would be happy to ask the person I am
about to have sex with if they think they
might have a STI or are at risk of getting one.
Discuss the level of openness someone may
have with a sexual partner and whether it is
more embarrassing to discuss STIs or to deal
with the consequences. Explore the barriers to
discussing safer sex and how participants feel
that people could overcome those barriers.
People like me dont catch sexually
transmissible infections.

Only people who sleep around catch sexually

transmissible infections.
Discuss whether participants feel that people
need many sexual partners or just one sexual
partner to catch a STI. How do the participants
define sleeping around? Remember, you only
need one sexual contact to get a STI.
If my friend told me they thought they might
have a sexually transmissible infection I
would know what advice to give them.
Discuss the participants level of knowledge
about the ways to be diagnosed and treated
for a STI. You can get all necessary tests and
treatments at a sexual health clinic. General
practices, contraception clinics, young peoples
services and some pharmacies may also provide
testing or advice for some infections.

Discuss whether the participants feel that

people like them are ever likely to engage in
behaviour that might mean they could catch
a STI. Remember, you only need one sexual
contact to get a STI.
It is embarrassing to talk about using
condoms with the person you want to have
sex with/are having sex with.
Discuss the level of openness someone may
have with a sexual partner and whether it
is more embarrassing to discuss STIs and/
or unintended pregnancy or to deal with
the consequences. Explore the barriers to
discussing safer sex and how participants feel
that people could overcome those barriers.
Its my sexual partners fault if I catch a
sexually transmissible infection.
Discuss whose responsibility it is to protect
against STIs and how the participants could
protect themselves. Also, explore whether
everyone who has a STI knows they have one.
Remember, not all STIs immediately show
symptoms.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

177

Learning Sequence 5

The below statements wouldnt necessarily go at

the agree or disagree ends of the continuum
and should instead generate discussion.

AusVELS Level 8

STIs the facts

AusVELS Level 8

Contraception hope is NOT a method

LEARNING INTENTIONS

Introduction
If you are having heterosexual intercourse then you may need to consider using contraceptives
in order to enjoy this experience without the worry of an unintended pregnancy. Some methods
of contraception are also ways of preventing STIs and for this reason are important in both
heterosexual and homosexual sexual activity.

Preparation and materials

scenarios 18 and thinking about sex, one copy per group
information cards Methods of preventing pregnancy, one set per group
equipment for viewing internet video Meet the contraceptives
<http://www.chnnyc.org/services/teen/more-than-just-sex-campaign/>
Ansell Sex Ed Kit (optional), available from: <http://www.ansellsex-ed.org.au/>.

Instructions
1 As a class, brainstorm the reasons that some people may not use contraception during
penile-vaginal intercourse. Possible answers might be:
wish to become pregnant
contraception is unavailable
not considered spontaneous
dont want the other person to think you were counting on this happening
cost
community norms (might be embarrassing to let people know you are having sex)
beliefs
side effects
concern at how they might be treated by doctor/pharmacist/health worker when asking
for contraceptives
unprepared for event of sexual intercourse
havent discussed contraception with your partner or planned ahead.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

178

Learning Sequence 5

To present new content regarding methods of contraception.

To refine students understanding of the various methods through the use ofscenarios.

people might use. Write the suggestions on the board. Its a good idea to add any of the
following that are not suggested:

Note that the contraceptive patch is not yet available in Australia but students may know of it.
Techniques which identify when the female is fertile (testing temperature and/or cervical
mucus) are not very reliable for young girls as their menstrual cycles are not always regular
and you require time to learn how to use these methods properly.

3 Draw a line down beside the suggested types of contraceptives and head this column Offers
protection against STIs and HIV. Go through the list of contraceptives explaining what each
method looks like, how it works etc., and then identify which are also a way of preventing STIs
and HIV. (This can be done with a tick.) There are contraceptive kits available to help with this
and many good websites to aid the discussion. The set of cards provided with this activity can
also be referred to. Note that this is also a perfect time to demonstrate the correct way to use
a condom. The Ansell Sex Ed Kit, free to all schools in Australia, is a good resource for this.

4 Once you have finished discussing the various methods of contraception, divide the class into
groups of about four and hand out a copy of the scenarios 18 and thinking about sex, along
with a set of the information cards Methods of preventing pregnancy.

5 As a way of stimulating conversation, show the video Meet the contraceptives

<http://www.chnnyc.org/services/teen/more-than-just-sex-campaign/>.
Not all the methods shown on the video are included in the information cards.

6 Working in their groups, ask the students to identify which contraceptives they think might be
used by the young people in each of the scenarios.

7 On completion of the task, assign a different scenario to each group and have a spokesperson
report back to the class about the method of contraception they chose for this scenario and
why. Allow a couple of minutes for general discussion after each scenario.

Discussion questions
What do you think might prevent a young person from accessing information about, or
acquiring, contraceptives?
What do you think could be done to overcome these barriers?
Invite students to write down any questions they might have and place them in the Question Box
for the next lesson.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

179

Learning Sequence 5

abstinence
condoms
withdrawal
contraceptive pill
implants
vaginal ring.

AusVELS Level 8

2 Now ask students to brainstorm methods of preventing an unintended pregnancy that young

Use the information cards to do a quick check of what students have taken away from this activity.
Read out the following statements, or display them on the whiteboard, and ask the groups to hold
up the relevant cards:

Catching On Later

AusVELS Level 8 Sexuality Education Activities

180

Learning Sequence 5

Method available only from a GP/sexual health clinic.

[The pill and implant. A medical person needs to prescribe hormonal contraception.]
Method available at a shop.
[Condoms and emergency contraception or morning after pill available at some chemists
and from sexual health clinics.]
Methods that are used inside the body.
[Pill and implant.]
Methods that are used outside the body.
[Male condom.]
Methods that protect people from HIV and STIs.
[Condoms when used properly and abstinence, where there is no intimate contact at all.]

AusVELS Level 8

Wrap up

LEARNING SEQUENCE 5

Scenarios

18 and thinking about sex

AusVELS Level 8

Scenarios: 18 and thinking about sex

SCENARIO 2

This couple has been going out for most

of Year 12. They both turn 18 in December
and have been talking about having sex
for the first time on the night of the Year 12
break-up.

This couple have been going out together

since Year 9. One partner is about to move
away interstate and will go onto university
in another city.

SCENARIO 3

SCENARIO 4

This couple has been having sex off and

on for almost 12 months but had a scare
the last time. They have decided they
wont do it again until they decide on a
method of contraceptive.

This couple are at a party and have had

just a couple of drinks but are getting
on really well. Both think its a good idea
to have sex. The female has had a few
problems with the side effects of the pill
and stopped taking it two weeks ago.

SCENARIO 5

SCENARIO 6

This couple just met a week ago at a party.

They dont know if the other person is
interested in sex or not. The opportunity to
have sex may come up the next time they
meet.

This couple have a long-term relationship.

They have had sex a few times but have
decided they dont want an unintended
pregnancy as both want to get on with
studying, and starting a family is not in
their immediate plans.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

Learning Sequence 5

SCENARIO 1

181

LEARNING SEQUENCE 5

Information cards

Methods of preventing pregnancy

AusVELS Level 8

Withdrawal

Learning Sequence 5

Withdrawal, sometimes called the pull-out

method or coitus interruptus. This is when
a male withdraws his penis from the vagina
just before ejaculation. The idea is not to
allow any semen to enter the vagina.
It takes a great deal of self-control by
thecouple.
There is a risk that semen may spill around
the vulva or that there is sperm in the
pre-ejaculate.

Contraceptive pill
The oral hormonal contraception, known as the pill, is highly effective in preventing a
pregnancy when taken correctly. There are two types available the combined pill and the mini
pill. Both can be purchased from pharmacies with a doctors prescription.
The pill works by:
preventing an egg from being released
each month (ovulation)
thickening the mucus made by the cervix
(entrance to the womb), making it harder
for sperm to get through
changing the lining of the uterus (womb) to
prevent a fertilised egg from sticking.
If used correctly, the combined pill is 99.7 per cent
effective in preventing a pregnancy.

Condom
Male condoms are an effective form of barrier contraception
if used properly, and also reduce your risk of contracting
a sexually transmissible infection (STI).
Use condoms every time you have vaginal, anal and
oral sex to prevent an exchange of blood, semen or
vaginal fluids. Each condom should be used once
only for each activity.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

182

LEARNING SEQUENCE 5

Information cards

Methods of preventing pregnancy

AusVELS Level 8

Contraceptive ring

Learning Sequence 5

The vaginal ring is a type of contraception that works

in a similar way to the oral contraceptive pill to prevent
pregnancy. A soft flexible ring is worn inside the vagina
for three out of every four weeks.
It slowly and steadily releases synthetic forms of the natural
hormones oestrogen and progestogen. The vaginal ring can be
a good option if you find it hard remembering to take a pill every day
or arent comfortable using implants or intrauterine devices (IUDs).
If used correctly, its 99.7 per cent effective in preventing pregnancy.
In Australia, you can buy the vaginal ring from pharmacies with a doctors
prescription under the brand name NuvaRing.

Contraceptive implant
Implanon is a hormonal implant the size of a matchstick
which is inserted under the skin at the inner side of the
upper arm. This 4 cm-long implant contains etonogestrel,
a progesterone-like hormone that prevents ovulation. This
hormone also thickens the mucus in the cervix (entrance
to the uterus) preventing sperm from getting through.
The device is inserted under local anaesthetic by a doctor.
Advantages of Implanon:
its close to 100 per cent effective
it lasts for three years
it can be used by most women who cant
take synthetic oestrogens.

Abstinence
Sexual abstinence is not having sex.
Total abstinence also protects people
against STIs by avoiding all types of
intimate genital contact.
If you are just abstaining from intercourse,
but having other intimate genital contact,
you are still at risk of getting an STI. This
type of abstinence may prevent pregnancy
but only total abstinence can protect
against STIs.

(Adapted from <http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/rf_sex?open&cat=Sexual_health_-_

Contraception>.)

Catching On Later

AusVELS Level 8 Sexuality Education Activities

183

LEARNING SEQUENCE

Help-seeking

1 Surfing is it the best source of information?

AusVELS LEVEL 8
HEALTH AND PHYSICAL EDUCATION health knowledge and promotion

> access reliable information about health issues

> barriers and enablers to accessing health services.

Catching On Later

AusVELS Level 8 Sexuality Education Activities

184

AusVELS Level 8

Surfing is it the best source

of information?

Learning Sequence 6

LEARNING INTENTION
To develop skills to evaluate sources of information on the internet.

Preparation and materials

student access to the internet
copy of tutorial All about URLs, one per student
scenarios, one per student (can be the same or different)
worksheet Whats in a URL?, one per student

Introduction
There are many sources that young people might come across when surfing the internet for
help and information around sexual health and wellbeing. How do we know its a good source?
How do we know its reliable?
This activity will help us take a critical look at the internet as a source of information, and assist
students to begin learning the necessary skills to evaluate the usefulness and reliability of
webpages.

Teacher advice
Please note that much of this information may have been taught in other areas of the
school curriculum. If this is the case, you might consider not using this activity or else
using it as a way of reviewing these skills in a specific context.

Instructions
1 Ensure students have access to the use of a computer (preferably one per student) and
theinternet.

2 Before they start surfing, hand out a copy of the tutorial All about URLs to each student and
go through it together. Then start with some easy questions:

When searching, what indicates that its an ad?

Why do you get particular ads when you are searching?
How do you decide which web page to use? Is it the top one?
What do you know about the address?
What is fpnsw or fpv or rch? (If they dont know, they can enter these in a search.)

Catching On Later

AusVELS Level 8 Sexuality Education Activities

185

whole class or hand out different ones.

4 Each student will attempt to respond to their best friends request in the scenario using the
internet as the source of information.
and ask them to fill it in.

6 Once they have found a reliable source they need to write an email to their friend explaining
why they are sending them to this particular source. For example, Its reliable because.
I know its youth-friendly because etc.

Discussion questions
For the particular issue you had to deal with, was the web truly the best place to find help?
Is the site you sent to your friend as useful as talking to a parent, teacher, doctor or
healthworker?
When is the web appropriate/inappropriate?

Catching On Later

AusVELS Level 8 Sexuality Education Activities

186

Learning Sequence 6

5 Hand out the worksheet Whats in a URL? to each student to help them check out the sites

AusVELS Level 8

3 Select one of the scenarios provided or write your own. You may use the same scenario for the

Scenarios

LEARNING SEQUENCE 6

AusVELS Level 8

Scenario 1
Friend

To:

Best friend (BF)

Subject:

Help needed

Learning Sequence 6

From:

Hi BF,
Can you help? You know I didnt want to shower today after gym; well, I
didnt want anyone to see that I have a really big sore on my penis, kind
of like a pimple. It hurts and I dont know what to do. What do you think
I should do?
Your friend

Scenario 2
From:

Friend

To:

Best friend (BF)

Subject:

Help needed

Hi BF,
Ive just been watching our favourite show and now Im really mixed
up about how to tell if you really love someone or if they love you back.
What ARE the signs of true love?
Your friend

Catching On Later

AusVELS Level 8 Sexuality Education Activities

187

LEARNING SEQUENCE 6

Scenarios
AusVELS Level 8

SCENARIO 3
Friend

To:

Best friend (BF)

Subject:

Help needed

Learning Sequence 6

From:

Hi BF,
You know what I was telling you last night about Chris and me, well,
what do you think is the right contraceptive for us to use?
Your friend

SCENARIO 4
From:

Friend

To:

Best friend (BF)

Subject:

Help needed

Hi BF,
I think I might be attracted to someone of the same sex. What am I going
to do?
Your friend

Catching On Later

AusVELS Level 8 Sexuality Education Activities

188

LEARNING SEQUENCE 6

Scenarios
AusVELS Level 8

SCENARIO 5
Friend

To:

Best friend (BF)

Subject:

Help needed

Learning Sequence 6

From:

Hi BF,
Last night I got really, really drunk and hooked up with someone I hardly
know. We had sex, didnt use a condom and now Im a bit worried,
actually a lot worried. What would you do?
Your friend

Catching On Later

AusVELS Level 8 Sexuality Education Activities

189

LEARNING SEQUENCE 6

Tutorial

All about URLs

Evaluating web pages skilfully requires you to

do two things at once:

2 Think critically, even suspiciously, and ask a

series of questions that will help you decide
how much a particular web page can be
trusted.
This tutorial is organised to combine these
two aspects into a process that begins with
examining your search results from a search
engine or other source; investigating the
content of the page; and finally extending
beyond the page to what others may say
about the page or its author/s.
Before you leave the list of search results
and get interested in the content of the page,
learn all you can from the URLs of each page.
Choose pages most likely to be reliable and
authentic by asking the following questions:
Is it somebodys personal page?
Read the URL carefully. Look for a personal
name (e.g. jbarker or barker) following a tilde
(~), a per cent sign (%), or the words users,
members or people.

Is it published by an organisation or group

that makes sense?
Who published the page? In general, the
publisher is the agency or person operating
the server computer from which the document
is issued. The server is usually named in the
first portion of the URL between http:// and
the first /.
Have you heard of this organisation or
group before?
Does it correspond to the name of the site?
You can rely more on information that is
published by the source. For example, look
for The Age news from <http://www.theage.
com.au> and look for health information sites
with the word health followed by the state
(e.g. nsw), government (gov), and Australia
(.au) in the URL e.g. <www.health.vic.
gov.au>.

Is the server a commercial internet service

provider (ISP) or other provider of web page
hosting (like aol.com or geocities.com).
Personal pages are not necessarily bad but
you need to investigate the author carefully.
For personal pages there is no publisher or
domain owner vouching for the information in
the page.
What type of domain does it come from?
Does the domain extension match the
content? For example, on government sites
look for .gov or .vic; on educational sites
look for .edu; for non-profit organisations,
look for .org (though this extension is no
longer exclusive to non-profits).

(This lesson has been modified from the University of California Berkeley Library
<http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html>).

Catching On Later

AusVELS Level 8 Sexuality Education Activities

190

Learning Sequence 6

1 Become good at quickly finding what you

need to know.

What is the country code?

In general, look for appropriateness. What kind
of information source do you think is most
reliable for your topic?

AusVELS Level 8

All about URLs

AusVELS Level 8 Sexuality Education Activities

Name of site

URL of site

What does the URL

tell us?

Can you find out

anything through
an About page?

Is there an author?
When was this site
last updated?

What do you think?

Will you use it?

Learning Sequence 6

Catching On Later

Worksheet

Whats in a URL?
AusVELS Level 8

Friends issue/problem:

LEARNING SEQUENCE 6

Whats in a URL?

191

9
10

AusVELS Level

Sexuality education activities

User notes specific to AusVELS

Levels 9 & 10
These sexuality education activities update those found in Catching On for Years 9 and 10
Support Material and Teaching and Learning Activities (Department of Education, 2004). However,
this popular resource remains available as it contains many useful activities for this level. It can
be accessed at: <http://www.education.vic.gov.au/school/teachers/teachingresources/social/
physed/Pages/resources.aspx>.
Up-to-date information can also be found at reliable websites such as Better Health Channel:
<http://www.betterhealth.vic.gov.au/>.
Please note that a PowerPoint presentation on the Gender Model (with notes) is available from
the Learning and Teaching Resources page on the Departments website: <http://www.education.
vic.gov.au/school/teachers/teachingresources/social/physed/Pages/resources.aspx>.
Teachers wishing to further their understanding of gender and identity will find this useful.
Learning sequence 3: Pressure, power and sexuality provides an excellent grounding to explore
issues of gender-based violence such as sexual harassment and assault, family and domestic
violence, homophobia and issues related to pornography.
Learning sequence 4: Safer sex issues focuses on STIs, unintended pregnancy and sexual
relationships. This sequence has been left until last so that issues of safer sex are placed in a
social and cultural context. By examining the broader sexuality issues in the previous units,
the activities will have more relevance to students. The findings of the 4th National Survey of
Australian Secondary Students (Smith et al. 2009) have influenced the selection of many of the
activities in this sequence. Some key findings from the survey have been included as an Appendix
of this resource, for teacher reference.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

193

LEARNING SEQUENCE

Sex, sexuality and gender

1 Take up a position
2 Gender whats pink and blue got to do with it?
3 Where do we get our messages?
4 Think, feel, do
5 Dimensions of sexuality
6 Gender impressions
7 Tram stop
8 Presenting sexuality content analysis exercise
AusVELS LEVELS 9 & 10
HEALTH AND PHYSICAL EDUCATION health knowledge and promotion

> factors influencing the development of identity

> variations in relationships over time
> sexuality and sexual health, e.g. safer sex practices, sexual negotiation, same-sex attraction and
the impact of alcohol on sexual and personal safety

> assumptions, community attitudes and stereotypes about young people and sexuality
> policies/practices related to sexual harassment, homophobia and discrimination.
INTERPERSONAL DEVELOPMENT building social relationships

> complex social conventions when interacting with others

> local and global values and beliefs, and the impact on their own and others social relationships
> barriers to achieving positive relationships
> strategies that could be used to overcome barriers to effective relationships
> skills and strategies to prevent and resolve conflict.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

194

AusVELS Levels 9 &10

Take up a position

LEARNING INTENTIONS

Learning Sequence 1

To introduce and engage students in issues which are the focus of this unit.
To begin to expand students understanding of their own and other peoples views and
positions in relation to issues of gender, respect and relationships.
To develop and practise shared expectations for learning and interacting using the agreed
ground rules.

Preparation and materials

large piece of paper (to note down classroom rules if you dont already have them)
markers
list Statements on sexuality, one copy for teacher use
A4 signs strongly agree; agree; disagree; strongly disagree

Introduction
This essential activity is designed to help students see that there is a range of positions in
relation to sexuality issues that vary according to age, gender, education, ability, culture and so
on. It is also designed to introduce students to the types of issues that will be covered in these
learning sequences. It is important at the outset to emphasise that there are no right or wrong
answers. You may also need to go over your existing classroom rules or develop a set that is
accepted by and supports all students. In the latter case, refer to AusVELS Level 7, Learning
sequence 1, activity 3, Designing our own classroom rules.
The present activity basically involves negotiating and using classroom rules to ensure a safe
learning environment. With the rules as a framework, students can explore differing attitudes,
ideas and positions in relation to gender, respect and relationships. For experienced health
and sexuality education teachers, this activity will be very familiar and you may already have
developed a set of classroom expectations to ensure the environment is safe. If so, you may like
to move onto the next activity.

Instructions
1 Select five or six statements from the list Statements on sexuality or develop your own
statements that are likely to create a difference of opinion and lively debate. In this way you
are able to remind students of the ground rules they have developed and demonstrate what
this actually means, i.e. to listen, show respect etc.

2 Using a two, three or four-point continuum (strongly agree, agree, disagree, strongly
disagree) spread across the floor, read the first statement and ask students to physically
move to the position which best reflects their view. A useful strategy is to lay a piece of rope
or string or draw a chalk line across the room and ask students to actually stand on
theline.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

195

4 Repeat the process for each of the statements.

Discussion questions
These questions encourage students to think about the range of positions people hold in relation
to sexuality. They can be used either at the conclusion of the activity or following each statement:
How do you think you developed your position/s [on this statement]?
If you asked your parents to do the same activity, where do you think they would position
themselves?
What differences do you think there might be if we did this with all girls or with all boys?
Do you think there would be any differences if a group of same sex-attracted young people
were doing this activity?
What differences could strong beliefs have on how young people would position themselves?
These questions could also provide a useful structure for journal writing and reflection.

HOMEWORK TASK
Ask students to select four statements from the list provided or from your own list. Their task
is to ask their parents or any adult of their parents age how they would position themselves in
relation to the statements and why. Students then write a paragraph outlining the differences and
similarities between themselves and the chosen adult.
Back in class, students report back to the class on the differences and similarities. This will help
demonstrate that just as there is a range of positions reflected in the classroom, there is also a
range of positions reflected amongst adults because of their experience, age, culture, religion,
gender, etc.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

196

Learning Sequence 1

continuum to share why they have placed themselves in this position. Alternatively, students
can discuss their choice of position with a person in a different position. Inform students
that they may move at any time if they find that a reason given by another student changes
how they think about the statement. However, try to encourage a wide range of views and
discourage fence-sitting. It is important to remind students that there are no right or wrong
answers, and that they can choose not to discuss their choice of position. The purpose of the
activity is simply for students to appreciate that people hold different views on issues related
to sexuality for a range of reasons.

AusVELS Levels 9 &10

3 After students have positioned themselves, ask for volunteers from different points on the

LEARNING SEQUENCE 1

Statements on sexuality
AusVELS Levels 9 &10

Statements on sexuality

Contraception is
always the girls
responsibility.

Boys brag to their

friends if girls have sex
with them.

Boys who dont

watch porn are not
very masculine.

Boys always put

pressure on girls to
have sex.

Sex should
only be with someone
you love.

Oral sex is
equally enjoyed by
both partners.

Catching On Later

Young people
should experiment
with sex.

People dont have

to have vaginal sex to
have sex.

I feel sorrier
for babies with HIV
than gay men.

I would support
a friend who told me
he or she was gay or
lesbian.

Girls have it
easier than boys in
relationships.

Its OK to send a nude

photo of your boyfriend
to other students at
your school.

Its hard for same

sex-attracted young
people to come out
at school.

If a girl
enjoys sex, she
is a slut.

Young people dont

have to worry about getting
a sexually transmissible
infection (STI); this only
happens to adults.

Condoms are the

safest way to avoid
getting a STI.

I would know how

to help a friend who
had been sexually
harassed.

Pornography
is a good way to
learn about sex.

AusVELS Levels 9 & 10 Sexuality Education Activities

Id feel flattered if
someone of the same
sex asked me out.

It doesnt matter what the

age difference is between
people when they have
sex, as long as they freely
consent.

197

Learning Sequence 1

The hardest thing

about being an adolescent
is not being trusted by
your parents.

Sexuality
is different
to sex.

LEARNING SEQUENCE 1

Signs

Agree Disagree
AusVELS Levels 9 &10
Learning Sequence 1

Agree

Disagree
Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

198

LEARNING SEQUENCE 1

Signs

Strongly agree strongly disagree

AusVELS Levels 9 &10
Learning Sequence 1

Strongly
agree
Strongly
disagree
Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

199

AusVELS Levels 9 &10

Gender whats pink and blue

got to do with it?

LEARNING INTENTIONS

Learning Sequence 1

To explore the concepts of femininity and masculinity.

To discuss ways of defining femininity and masculinity.

Preparation and materials

A5-sized voting cards, pale pink and pale blue, one set per student
record-keeping sheet, one copy for teacher use

Introduction
It is difficult to separate issues of gender, sex and sexuality. These activities are designed to
assist students understanding of traditional notions, categories and expectations around
gender. They are also designed to provide students with an understanding of gender and its
impact on sexuality.
You may find the following definitions useful to provide a framework for exploring gender with
thestudents:
GENDER is used to describe those characteristics of women and men which are socially
constructed. People are born female and male but learn to be girls and boys who grow into
women and men. This learned behaviour makes up gender identity and determines gender roles.
(Adapted from the World Health Organisation Gender Policy, 2002.)
GENDER refers to socially or culturally defined ideas about masculinity (male roles, attributes and
behaviours) and femininity (female roles, attributes and behaviours).
GENDER is not the same as sex. Sex is the difference in biological characteristics of males and
females as determined by a persons genes. For example, only males produce sperm. Only
females produce eggs and can become pregnant.

Instructions
1 Hand out a set of the pink and blue voting cards to each student.
2 Explain that you will read out a word and that as quickly as possible they need to hold up one
of the cards which they associate with the word. It is acceptable to hold up both.

3 Read out the words or statements in the far-left column of the record-keeping sheet, one at
a time. As the students hold up the cards, quickly determine whether most are either pink or
blue and keep a record of this observation.

4 After reading out all the words, put up the full list and go through it, one word at a time,
making any general observations as a group.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

200

Are there similarities between the voting patterns of the two colours?
Did you think of pink as being female and blue as being male?
What do we mean by masculine and feminine?
Can there be more than one way of being masculine or feminine?
Where do we develop an understanding of the differences?
Why do you think you responded in the way you did?

Wrap up
One of the ways of socially defining boys and girls is through fashion. Even in infancy, before the
child can comprehend the meaning of pink or blue clothing, these two colours are used to identify
the babys gender to all observers. Until World War I, however, little boys were dressed in skirts
and often had long hair. Sexual colour coding in the form of pink or blue clothing for infants was
not common until the 1920s; before that time, both male and female infants wore white dresses.
How we think about gender is not necessarily about what we believe to be correct, but about the
messages we have received from all around us, all of our lives. Even when we know that many of
the words in this activity apply to both females and males, we sometimes fall into thinking of the
stereotype first as a result of the vast number of connections these words have with being either
male or female in our society.

Ask students to consider the following

What is your gender?
How do you know this?
When did you first realise this?
Ask for volunteers to share their answers with the class but do not expect all students to be
comfortable doing this.
Besides fashion, can the students think of other ways that society determines whats feminine or
masculine? For example, blue and pink jobs or childrens toys.
Do we make assumptions about other people based on these cultural concepts of whats feminine
or masculine and how do these assumptions affect us?
In every society, gender norms and gender roles influence peoples lives, including
their sexual lives.
Gender roles are learned. They are not innate or natural. In fact, almost everything
that males can do, females can also do. And almost everything that females can do,
males can also do.
Within any culture or society, people have varying attitudes about gender roles and
gender equality.
Beliefs about gender also vary from one culture (or society) to another.
Gender roles change over time, and in many settings people especially young
people are embracing greater gender equality.
Gender equality and more flexible gender roles give everyone more opportunities to
develop to his or her full capacity as a human being. In contrast, restrictive gender roles can
limit opportunities.
International Sexuality and HIV Curriculum Working Group, 2009

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

201

Learning Sequence 1

AusVELS Levels 9 &10

Discussion questions

LEARNING SEQUENCE 1

Voting cards
AusVELS Levels 9 &10
Learning Sequence 1

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

202

LEARNING SEQUENCE 1

Record keeping sheet

Words/statements

All pink

Mostly pink

All blue

Mostly blue

About even

running
skipping

Learning Sequence 1

football
long hair
strong
gentle
passive
dolls
basketball
body hair
aggression
beer drinking
driving fast
child minding
crying
trucks
flirting
community worker
religious leader
fashion designer
nurse
likes to eat
likes to talk
keeps a diary
writes poetry
likes to play piano
Elizabeth
James
Chris

Catching On Later

AusVELS Levels 9 &10

Record-keeping sheet

AusVELS Levels 9 & 10 Sexuality Education Activities

203

AusVELS Levels 9 &10

Where do we get our messages?

LEARNING INTENTION
To prompt inquiry and facilitate substantive conversation regarding gender.

Learning Sequence 1

Preparation and materials

copies of the worksheet Definitions of gender, sex and sexuality, one per group
copies of the worksheet Chris and Tiffanys stories, one per person

Introduction
This activity is designed to assist students to broaden the traditional notions, categories, and
expectations of gender through the use of images.

Instructions
1 If possible, divide your class into mixed groups of four. This will enable an exploration of how
the stories are read on the basis of gender.

2 Write the words gender, sex and sexuality on the board and ask students to brainstorm
a list of words to illustrate these terms. Circle the words the students think best describe
eachterm.

3 Hand out the worksheet Definitions of gender, sex and sexuality to each group.
4 Ask students to read the worksheet and underline three key points in each definition which
may help them to understand the concept. They can also make a list of any words they dont
understand.

5 Ask each group to feed back their findings (key points and difficult words). List and
consolidate the key points on the board. Clarify the key points, and explain any words
students do not understand.

6 Give each student a copy of the worksheet Chris and Tiffanys stories. Allow time for the
students to read and then discuss, within their groups, the questions at the bottom of
eachstory.

Discussion questions
As a class, discuss the questions at the bottom of the worksheet Chris and Tiffanys stories:
Why did Chris pretend he wasnt a virgin?
What does Chriss dad say and think about his sons? What are the messages hes giving
hissons?
Where else might Chris learn these kinds of messages about boys and sex?
What would have to change to make Chris feel comfortable with his sexuality and gender?
Why doesnt Tiffany want to go to the debutante ball?
What messages has her family given her about gender?
Why might she feel that her life would have been easier if she had been born a boy?
Do you think she will have a hard time in the future?
Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

204

Gender roles change over time. What might be some of the differences between the gender roles
of your grandparents and the gender roles today? We know that inflexible gender roles can limit
the opportunities for young people to grow and develop. Use the Teacher notes to discuss the
goal of gender equality in todays society.

Teacher notes
The achievement of gender equality is a key goal around the world
Equality between males and females is a matter of human rights.
Achieving gender equality is a key part of combating sexually transmissible infections
(including HIV and AIDS), ending child marriage, reducing unwanted pregnancy, and making
pregnancy safer.
Gender equality fosters the growth of healthy and prosperous communities and societies.
The United Nations has identified gender equality as one of eight key development goals for
nations to pursue.
Millions of people are actively promoting gender equality in families, schools, workplaces,
communities and countries.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

205

Learning Sequence 1

(Activity adapted from Its All One Curriculum, 2009, International Sexuality and HIV Curriculum Working Group,
pp. 5658.)

AusVELS Levels 9 &10

Wrap up

LEARNING SEQUENCE 1

Worksheet

Definitions of gender, sex and sexuality

GENDER IS
Gender refers to socially or culturally defined ideas about masculinity (male roles, attributes and
behaviours) and femininity (female roles, attributes and behaviours). Gender is not the same as sex.

(World Health Organisation Gender Policy, 2002)

SEX IS
Sex is the difference in biological characteristics of males and females as determined by a persons
genes. For example, only males produce sperm. Only females produce eggs and can become
pregnant. Sex is not the same as gender.

SEXUALITY IS
Sexuality is how people experience and express themselves as sexual beings. Many factors
contribute to peoples sexual behaviours, relationships, feelings, identity, desires and attitudes.
One of these factors is biology, especially sex hormones. Another factor is individual personality
and experience. Yet another factor is culture, which influences peoples attitudes, expectations and
experiences related to sexuality. Cultural norms also affect laws and policies about sexuality. All of
these factors interact throughout life.
(International Sexuality and HIV Curriculum Working Group, 2009)

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

206

Learning Sequence 1

Gender is used to describe those characteristics of women and men which are socially determined.
People are born female or male but learn to be girls and boys who grow into women and men. This
learned behaviour makes up gender identity and determines gender roles.

AusVELS Levels 9 &10

Definitions of gender, sex and sexuality

LEARNING SEQUENCE 1

Worksheet

Chris and Tiffanys stories

AusVELS Levels 9 &10

Chris and Tiffanys stories

Learning Sequence 1

CHRIS, 16
I have gone out with heaps of girls. Some of them Ive really liked; weve kissed and
cuddled. One girl I saw for ages and we used to lay together on her bed, kissing and
cuddling and other stuff. But that was all. Dad always calls me the stud of the family
and I can tell hes proud of me because he thinks Im doing it with all those girls. But
my older brother gets heaps from Dad because at 22 he hasnt had a girlfriend and
only goes out with his mates. Dads always saying to Mum hes probably gay like
herbrother.
Im a virgin but I wouldnt tell anyone that. My friends mouth off about their experiences
all the time and I feel like an idiot because I havent done it yet. I just pretend that
I have. I dont know why I keep pretending or what the big deal about going all the
wayis.
I dont think about sex all the time, there are stacks of other things in my life like
football and school and basketball.
I havent really met anyone yet that I love enough to want to have sex with.

QUESTIONS
1 Why did Chris pretend he wasnt a virgin?
2 What does Chriss dad say and think about his sons? What are the messages
hes giving his sons?
3 Where else might Chris learn these kinds of messages about boys and sex?
4 What would have to change to make Chris feel comfortable with his sexuality
and gender?

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

207

LEARNING SEQUENCE 1

Worksheet

Chris and Tiffanys stories

AusVELS Levels 9 &10

Chris and Tiffanys stories

Learning Sequence 1

TIFFANY, 15
I have lived all my life in the country. I did my primary school years of education
through correspondence school which was great because I finished all my lessons on
Monday and spent the rest of the week following Dad around, helping him mend the
fences and fix the tractor and things like that. Im really good with my hands and would
like to be some sort of mechanic one day. Now I go to school on the bus and have to
put up with all the other girls talking about boys they like and reading girly magazines.
I dont get on that well with my mum because she worries about me all the time and
says how Ill never get a boyfriend if I dont learn to dress up a bit and put on some
make-up. I have never had a boyfriend and to tell you the truth Im not that interested,
but maybe that will change one day because I would like to have kids some time. Right
now Mum and I are arguing about me going to the local deb ball. She wants to go
shopping for a white dress and I know Ill just feel a fool in it, that sort of stuff just isnt
me! I really dont know how to get out of it.
Dad says to leave me alone and that Ill find my own way; hes on my side. He says it
doesnt matter if Im not good looking, someone will sweep me off my feet some time
and he doesnt want boys hanging around me anyway. Sometimes I just feel if I had
been born a boy, life would be a bit easier.

QUESTIONS
1 Why doesnt Tiffany want to go to the debutante ball?
2 What messages has her family given her about gender?
3 Why might she feel that her life would have been easier if she had been born a boy?
4 Do you think she will have a hard time in the future?

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

208

Think, feel, do

LEARNING INTENTIONS

Preparation and materials

cards Situation, one card only per group

Introduction
Introduce this activity by explaining that there is often conflict between our rational thoughts
about sexuality situations and our feelings about them. This conflict can affect the way we
respond and so we might give messages we do not intend.
If you are accustomed to the improvisation technique in drama, this is an excellent approach
to use in exploring the feelings of the people in each scenario. Using the technique of inner
thoughts, students could role play what they think the thoughts might be in each situation.
If you do decide to use this technique it is crucial that you brief students first, only let the role
play last a couple of minutes, and, most importantly, debrief students afterwards.

Instructions
1 Divide students into groups of three or four. Give each group a Situation card. You may like
to give groups all the same cards or give out a mix of cards. One person in each group reads
the situation to the others and then they use the three questions at the bottom of the card to
guide them in their discussion. For example: You enter a room and see two men cuddling on
the sofa... I think homosexuality is OK and acceptable. I feel embarrassed in this situation.
I [do] leave the room quickly. Remind students that they shouldnt think of themselves when
they read you in the Situation cards, rather someone they may know.

2 As a class, now go through each of the Situation cards, asking for general responses from
the groups to the situation they had on their card. Individuals could role play responses if
they wished. Explore the responses by addressing the following questions: How might their
responses affect the person or people involved? How is their response influenced by the
situation itself?

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

209

Learning Sequence 1

To enable students to explore their feelings, thoughts and actions in different situations
involving sexual attraction and gender identity issues.
To enable students to develop an understanding of how personal feelings and conflicts may
affect our responses to other peoples sexuality.

AusVELS Levels 9 &10

Many people and young people in particular care about fairness and basic human rights.
Sometimes we need to think about our own values in relation to fairness. Ask yourself: Do I
stereotype groups of people? Is this fair?
Our values, and how comfortable we feel in particular situations, also influence our responses.
What are your instincts telling you? Do you feel safe?

Have a look at the following websites:

Australian Human Rights Commission
<http://www.hreoc.gov.au/human_rights/lgbti/index.html>
Cybersmart
<http://www.cybersmart.gov.au/Its%20your%20life%20and%20youre%20in%20control/
Sexting.aspx>
Safe Schools Coalition Victoria
<http://safeschoolscoalitionvictoria.org.au/>.

Wrap up
Round off the discussion by stating the value of self-awareness; that is, being able to
acknowledge and assess our thoughts and feelings and how they contribute to the way we react
to others.
(This activity has been adapted from Liggins et al., Affirming Diversity: An Educational Resource on Gay Lesbian and
Bisexual Orientations, 1994.)

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

210

Learning Sequence 1

How can we promote fairness and human rights, including sexual reproductive rights? Can some
of these be applied to the responses to the Situation cards? Which ones and how?

AusVELS Levels 9 &10

Discussion questions

LEARNING SEQUENCE 1

Cards

Situation

Your friend asks you around to his place but

when you get there he and his girlfriend are on
the couch pashing.

You get to your seat at the movies and there

are two young women in front of you. Even
though its dark, you think theyre holding
hands, and during the movie they seem to
snuggle up to one another. When the movie is
over you realise you know one of them.

What are you thinking? What are you feeling?

What will you do?

What are you thinking? What are you feeling?

What will you do?

SITUATION 3

SITUATION 4

A friend suggests you go away for the

weekend with her family. You agree, if you can
get permission. On the way to your house to
ask, she tells you that her mums lover will be
going along and that shes a woman.

A week after you get your first mobile phone

you are sent a sexual image at school. It is of a
girl in your year level. She is completely naked
and smiling at the camera.

What are you thinking? What are you feeling?

What will you do?

What are you thinking? What are you feeling?

What will you do?

SITUATION 5

SITUATION 6

You see a message posted on Facebook

about your friend Sally having oral sex with a
boy she met last weekend. You know who has
posted the message. You know Sally will not
see it and would certainly not want it there.

Youre sitting with a mixed group at school

when a girl you know, through family functions,
walks past. One of the boys says to another
boy sitting next to you, Hey, youll probably
get a bit if you try; shes a real slut. The girl
overhears the comment and turns around and
looks at you.

What are you thinking? What are you feeling?

What will you do?

What are you thinking? What are you feeling?

What will you do?

SITUATION 7

SITUATION 8

You are with a group of friends at a party.

You overhear someone applying pressure to
someone to have sex. This goes on for quite
awhile.

You and several of your friends go to Steves

on Saturday. Not long after you arrive, you
notice that Steve has put on a pornographic
DVD. Some of the guys are laughing but the
girls look uncomfortable.

What are you thinking? What are you feeling?

What will you do?

What are you thinking? What are you feeling?

What will you do?

SITUATION 9

SITUATION 10

You and your friend are on your way home

from school. You often take a short cut
through a lane. Today you see two guys from
your school writing some graffiti about a girl in
your class.

You are asked to go to the movies with a friend

who is the same sex as yourself. You feel your
friend might have a crush on you.
What are you thinking? What are you feeling?
What will you do?

What are you thinking? What are you feeling?

What will you do?

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

211

Learning Sequence 1

SITUATION 2

AusVELS Levels 9 &10

SITUATION 1

AusVELS Levels 9 &10

Dimensions of sexuality

LEARNING INTENTION
To introduce different ways of understanding sexuality.

Learning Sequence 1

Preparation and materials

copies of worksheet Defining sexuality, one per student
copies of worksheet Scenarios, one per group

Introduction
The trialling of Catching On Later in schools showed that students find the concepts of sexuality
in this activity easy to understand and the session provides some affirmation for young people
who may be struggling with their sexual identity. It also enables young people to see sexuality in
a much broader context than just sexual behaviours.
To prepare for this session the teacher will need to become familiar with the Teacher notes
included. If additional information is required, Affirming Diversity: An educational resource on
gay, lesbian and bisexual orientations by Liggins, Wille, Hawthorne and Rampton (1994) is an
excellent place to start.
More data to help us understand the dimensions of sexuality comes from a national survey of
19,307 people conducted in Australia in 2002 (Smith et al., 2003, pp. 138145). The Australian
Study of Health and Relationships found that while relatively few people identify as gay, lesbian
or bisexual, the number of people who have experienced same-sex attraction or sexual activity is
three to four times greater. That is, while people may not call themselves lesbian, gay or bisexual,
it is a relatively common experience to be sexually attracted to the same sex.
This activity may be useful in helping young people understand that sexuality is not fixed.

Instructions
1 Hand out a copy of the worksheet Defining sexuality to each student. Ask them to read it and
underline any parts they dont understand or would like to have clarified.

2 Spend time answering their questions; the Teacher notes may be useful here.
3 Divide the class into small groups.
4 Hand out copies of the worksheet Scenarios, one to each group.
5 Ask the groups to choose a scenario and then discuss which sexual identity (straight, gay,
bisexual, transgender) best describes the person in the scenario. If they have time, they can
choose one or two more scenarios to discuss.

6 When the groups have finished their dialogue (ten minutes) ask them to feed back their ideas
during the following class discussion.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

212

Some people may like to put a label on themselves in regards to where they live so as to identify
as being part of a local community. They may like to wear a label about the sporting team they
support in order to be part of that community.
Unfortunately, there is still much rejection and discrimination towards people who desire or
engage in same-sex relationships.

Wrap up
First and foremost, we are all people. All of us have similarities and differences when compared to
others in our families, schools, workplaces and communities. For example, there is wide variation
in how we look, what we think, our talents, and our sexuality. This diversity of human experience
exists everywhere. Variation in peoples sexual desires, behaviours and identities is referred to as
sexual diversity.
People may experience feelings of love, attraction and sexual desire for the other sex, the same
sex, or both. This variation has been true throughout history. It is true in all societies, whether or
not the society accepts same-sex attraction. The term heterosexual is used to describe people
who desire people of the other sex. The term homosexual is used to describe people who desire
people of the same sex. These terms are preferred in some settings, while in other settings, other
terms are used.
Like everyone else, transgender people (people whose gender identity differs from the sex they
were assigned at birth) may be attracted to people of the same sex, the other sex, or both.
People may or may not identify themselves as heterosexual, homosexual (gay or lesbian), or
bisexual (attracted to people of both sexes). People may be labelled with a sexual identity that
they do not claim for themselves. Some people do not want to be categorised in terms of their
sexuality or sexual identity, regardless of their desires.
The factors that determine whether a person experiences desire for the same sex, the other sex,
or both, are not well understood. These desires cannot be changed by religion, therapy or medical
intervention. A persons desires, behaviour or identity may shift over time and from situation to
situation. (International Sexuality and HIV Curriculum Working Group, 2009.)
Sexuality is more complicated than just being gay, straight or anything in between. People dont
need to have a label. A label doesnt tell us about all aspects of sexuality.
For gender-questioning young people, there are support groups that can make all the
difference. To find a group in your area you can contact the Safe Schools Coalition Victoria:
<http://www.safeschoolscoalitionvictoria.org.au/>. Alternatively, you could contact WayOut:
Rural Victorian Youth & Sexual Diversity Project: <http://wayout.org.au/>, Minus 18, an
Australia-wide support network for gay and lesbian teenagers: <http://www.minus18.org.au/>;
or Zoe Belle Gender Centre: <http://gendercentre.com/>.
Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

213

Learning Sequence 1

Did you reach a consensus in your group for any of the scenarios you looked at? (Dispel any
stereotyping that might occur by presenting alternative sexual identities for each scenario.)
Why do you think it is difficult to put a label on different aspects of sexuality?
Why are people labelled in terms of their sexuality? Who does this benefit?
Are some labels viewed more positively than others? Why?
What happens if people dont fit the labels?
When might a label prove to be a positive thing?

AusVELS Levels 9 &10

Discussion questions

LEARNING SEQUENCE 1

Worksheet

Defining sexuality

Sexuality is how people experience and express themselves as sexual beings.

(International Sexuality and HIV Curriculum Working Group, 2009, p. 113.)

Sexuality is a vital and dynamic part of who we are but it is difficult to define. The term becomes
easier to understand if we divide it into three parts, namely sexual attraction, sexual behaviour and
sexual identity. In this way we can begin to understand why there is so much diversity in how the
term sexuality is defined by different cultures and at different times.

IN SUMMARY:
Sexual identity is how we self-identify and/or publicly identify.
Sexual attraction is who we are attracted to.
Sexual behaviour is the sexual contacts we have.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

214

Learning Sequence 1

Many factors contribute to peoples sexual behaviours, relationships, feelings, identity, desires and
attitudes. One of these factors is biology, especially sex hormones. Another factor is individual
personality and experience. Yet another factor is culture, which influences peoples attitudes,
expectations and experiences related to sexuality. Cultural norms also affect laws and policies about
sexuality. All of these factors interact throughout life.

AusVELS Levels 9 &10

Sexuality is

LEARNING SEQUENCE 1

Worksheet

Scenarios

Mia dated several boys in Years 8 and 9 but

when she was in Year 11 she had a couple
of sexual experiences with another girl.
Sometimes she doesnt even want to think
about dating and relationships because its
just too confusing.

Sam says that by the time he was seven or

eight years old, he knew he was different from
other boys. He is now in Year 11 and has
not had sex with a girl, although many of his
friends are girls. He has recently met a guy he
likes in a way that feels nice but different to
how he feels about his other friends.

SITUATION 3

SITUATION 4

Jo is a university student who had a two-year

sexual relationship with her female roommate.
When the relationship broke up she began
dating a male student. She has married him
and enjoys her sex life.

Maria is 40 years old and has only ever been

attracted to and had sexual relationships with
men. Six years ago she met a woman whom
she was sexually attracted to and for six
months she fantasised about having sex with
her. Once this attraction passed she has never
been attracted to another woman.

SITUATION 5

SITUATION 6

Josh is 30 years old and has had a couple

of intimate relationships with women but
has never been interested in having a sexual
relationship with any of them. Josh enjoys
friendships with both men and women. He has
shared houses with other people but over the
last 10 years he has lived happily by himself.

After 20 years of marriage and two children,

Ginny divorced her husband under difficult
circumstances. She moved in with a divorced
woman and, after several months, the two of
them began a loving, sexual relationship that
has continued for several years. Before this
experience, Ginny had never imagined having
a sexual relationship with another woman.

SITUATION 7

SITUATION 8

Amy is a 17-year-old at a party. In order to get

the attention of one of the guys at the party
she begins kissing one of her girlfriends and
finds that she rather likes it.

Van is 18 and plays football at the local club.

He finds himself fantasising about some of the
naked guys in the shower.

SITUATION 9
Rae is 26 years old. She grew up male,
as Raymond, but for as long as she can
remember she has always felt female. She
has now transitioned and has had gender
reassignment surgery. She has had a boyfriend
for a year and enjoys her sex life.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

215

Learning Sequence 1

SITUATION 2

AusVELS Levels 9 &10

SITUATION 1

Sexual attraction

Sexual behaviour
Sexual behaviour refers to what a person does sexually. In many cases this behaviour matches
our sexual attraction but in many cases it does not. In this sense a person may be involved in
heterosexual behaviour but experience sexual attraction to the same sex.

Sexual identity
Sexual identity refers to how people see themselves and how they present themselves to others.
At times, sexual identity can be different to peoples sexual attraction and sexual behaviour. This
can cause a high level of personal stress. This is especially important in terms of the dominance
of heterosexuality.
(Human Rights Foundation, 1984.)

Transgender
Transgender is an umbrella term and identity used to describe all kinds of people who sit outside
the gender binary or whose gender identity is different from the sex assigned to them at birth.
Other terms include trans and transsexual.
(Gender Questioning, Trans Melbourne Gender Project, Gay and Lesbian Health Victoria & Rainbow Network
Victoria, 2010.)

Resource: F2M The Boy Within, Hazel Edwards and Ryan Kennedy, Melbourne 2010.
(Young adult novel.)
AusVELS Level 7 Learning sequence 5, activity 3 Being X the importance of fitting in also
includes a focus on young people questioning gender and includes a reference to the DEECD
policy Gender Identity (students with a transgender or intersex status), in the School Policy
and Advisory Guide (2011): <http://www.education.vic.gov.au/school/principals/spag/health/
Pages/genderidentity.aspx>.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

216

Learning Sequence 1

Sexual attraction refers to a persons basic attraction to other people. This attraction may be to
members of the other sex (heterosexual), members of the same sex (homosexual) or members
of both sexes (bisexual). There has been considerable debate about whether a persons sexual
attraction is fixed or if there is an element of choice involved. No objective conclusions have been
reached. It would appear that many people believe their feelings to be fixed or inherent while
others report a change in attraction at a particular stage in their lives.

AusVELS Levels 9 &10

Teacher notes

More data to help us understand the dimensions of sexuality comes from a national survey of
19,307 people conducted in Australia in 2002 (Smith et al., 2003, pp. 138145). The study found
that while relatively few people identify as gay, lesbian or bisexual, the number of people who
have experienced same-sex attraction or sexual activity is three to four times greater.

Among women aged 16 to 59

97.4% of men identify as heterosexual;

the rest as gay, bisexual or unsure.

97.7% of women identify as heterosexual;

the rest as gay, bisexual or unsure.

92.9% of men say they are only attracted to

women; the rest are attracted to both men
and women, or men only.

86.5% of women say they are only attracted

to men; the rest are attracted to both men
and women, or women only.

90.7% of men have only had sex with

women; the rest with men and women,
or only with men.

88.3% of women have only had sex with

men; the rest with both men and women,
or only with women.

This research confirms the difficulty in defining and explaining sexuality. Not only can we not
easily apply the labels heterosexual, homosexual and bisexual to all parts of the population,
even one person may experience change over a lifetime. Calling oneself heterosexual or
homosexual does not necessarily describe a persons sexual feeling or sexual experiences over
alifetime.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

217

Learning Sequence 1

Among men aged 16 to 59

AusVELS Levels 9 &10

The Australian Study of Health and Relationships, 2002

AusVELS Levels 9 &10

Same-sex identity, attraction and experience in Australia, 2002

Males

Females

Learning Sequence 1

2.5%

Sexual identity:
I am gay/bisexual/unsure

2.2%

6.8%

Sexual attraction:
I have felt attraction to
the same sex as me

12.8%

Sexual experience:
I have had a sexual
experience with someone
the same sex as me

6.0%
8.5%

10

12

14

Half the men and two thirds of the women who have had a same-sex sexual experience think of
themselves as heterosexual rather than homosexual. This tells us that same-sex experience and
attraction are more common in Australia than is shown by the smaller numbers of people who call
themselves gay, lesbian or bisexual (Smith et al., 2002).

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

218

Gender impressions

LEARNING INTENTIONS

Preparation and materials

copies of worksheet The story of Maya, enough for half the class
copies of worksheet The story of Rasul, enough for half the class
markers and paper for group responses

Introduction
In this activity, students examine their responses to a character in a story based on their
assumptions about whether the character is male or female. This will help students understand
how gender perceptions can powerfully affect how we think and view things.

Instructions
1 Explain that we will break into two groups to read and discuss a story about the experiences,
feelings and challenges facing adolescents.

2 Divide the class in half. Distribute The story of Maya to the students in one group and
The story of Rasul to the other group. (Do not explain anything about the stories.)

3 Give students time to read the story and think about the questions at the end, then compare
responses within their group. Each group should jot down their responses (adjectives)
on a piece of paper. Make sure the two groups are far enough apart that they do not hear
eachother.

4 After 15 minutes, ask the group that read about Rasul to briefly share with the rest of the
class its responses to each of the questions without explaining or discussing their reasoning.
Write some of the key responses in a list on the board.

5 Now do the same for the group that read the story about Maya.
6 Write Rasul above the first list of responses on the board and Maya above the second list.
Reveal that the two stories are identical except for the sex of the person.

Discussion questions

What do we notice about the responses for Maya compared with those for Rasul?
What does this tell us about the standards for girls compared with the standards for boys?
Does this double standard affect girls in our community?
How do you feel about this double standard?

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

219

Learning Sequence 1

To increase students awareness of the assumptions and judgements we often make about a
person based on that persons sex.
To strengthen critical thinking skills.

AusVELS Levels 9 &10

Do you think there are double standards for sexual behaviour amongst your friends or in your
community? Do you think that boys are often permitted and sometimes pressured to be sexually
active where girls are often discouraged from being sexually active?

(Activity adapted from Its All One Curriculum: Activities, p. 56.)

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

220

Learning Sequence 1

We can all decide whether or not we agree with the standards for sexual behaviour within our
community. We can also decide if we will comply with these norms or live our lives the way we feel
is right for us.

AusVELS Levels 9 &10

Wrap up

LEARNING SEQUENCE 1

Worksheet

The story of Maya

AusVELS Levels 9 &10

The story of Maya

Learning Sequence 1

Maya first had sex at the age of 16. Her

two friends sometimes teased her that
she had never had a boyfriend, and they
encouraged her to ask out a certain
boy and to have sex with him. She was
curious, but mostly she felt pressured
by her friends, so she asked the boy out
and they had sex. Almost everyone at
school found out that Maya and the boy
had had sex.
Over the next two years, Maya had sex with four other boys. One was a schoolmate,
one was a neighbour, one she met at her job, and one she met through a friend. She
enjoyed having sex. Maya knew that she did not want to marry any of these boys, but
she was nice to each boy at the time, and she never lied to them about her feelings.
Having sex partners made Maya feel attractive and important.
Most of the time, Maya was careful about using condoms, but one time she became
pregnant and had an abortion.
Another time she got a sexually transmissible infection from a partner but was treated
for it immediately.
Now Maya is engaged to a young man whom her family wants her to marry. She likes
this young man but she knows that she is expected to refrain from having sex with
him until they marry in two years. When she was visiting her cousin in another town,
she ran into one of her old boyfriends who wanted to have sex with her again. Maya
decided that it wouldnt hurt anyone to have sex this one time before settling down
in marriage. She felt, after all, two years with no sex is a long time. Afterward, she
confided in her closest friend, who understood.

After reading this story, think about these questions and then discuss them with your group:
1 What do you think Mayas peers think about Maya? What label might they use to
describe Maya?
2 How do you feel about Maya?
3 Generate a list of at least three or four adjectives that you think describe Maya.
Forexample, is she:
Attractive or unattractive?
Happy or unhappy?
Self-confident or insecure?

Respectable or not respectable?

Honest or dishonest?

Typical for a young woman or atypical?

Realistic or unrealistic?

Moral or immoral?

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

221

LEARNING SEQUENCE 1

Worksheet

The story of Rasul

AusVELS Levels 9 &10

The story of Rasul

Learning Sequence 1

Rasul first had sex at the age of 16. His

two friends sometimes teased him that
he had never had a girlfriend, and they
encouraged him to ask out a certain
girl and to have sex with her. He was
curious, but mostly he felt pressured by
his friends, so he went ahead and asked
the girl out and they had sex. Almost
everyone at school found out that Rasul
and the girl had had sex.
Over the next two years, Rasul had sex with four other girls. One was a schoolmate,
one was a neighbour, one he met at his job, and one he met through a friend. He
enjoyed having sex. Rasul knew that he did not want to marry any of these girls, but he
was nice to each girl at the time, and he never lied to them about his feelings. Having
sex partners made Rasul feel attractive and important.
Most of the time, Rasul was careful about using condoms, but one girl did become
pregnant and she had an abortion.
Another time he got a sexually transmissible infection from a partner but was treated
for it immediately.
Now Rasul is engaged to a young woman whom his family wants him to marry. He
likes this young woman but he knows that he is expected to refrain from having sex
with her until they marry in two years. When he was visiting his cousin in another town,
he ran into one of his old girlfriends who wanted to have sex with him again. Rasul
decided that it wouldnt hurt anyone to have sex this one time before settling down in
marriage. He felt, after all, two years with no sex is a long time. Afterward, he confided
in his closest friend, who understood.

After reading this story, think about these questions and then discuss them with your group:
1 What do you think Rasuls peers think about Rasul? What label might they use to
describe someone like Rasul?
2 How do you feel about Rasul?
3 Generate a list of at least three or four adjectives that you think describe Rasul.
Forexample, is he:
Attractive or unattractive?
Happy or unhappy?
Self-confident or insecure?

Respectable or not respectable?

Honest or dishonest?

Typical for a young man or atypical?

Realistic or unrealistic?

Moral or immoral?

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

222

AusVELS Levels 9 &10

Tram stop

LEARNING INTENTIONS

Learning Sequence 1

To explore sexuality in the context of human rights.

To help students develop empathy when confronted with the inequality experienced
byothers.

Preparation and materials

copies of the game board Tram stop, one for each group
copies of the game instructions, one for each group
copies of the worksheet Character response, one per student
dice, one per group
four different colours of game tokens, one set for each group
equipment for viewing internet video LGBTQ Discrimination
<http://www.chnnyc.org/services/teen/more-than-just-sex-campaign/>

Introduction
All human beings are born free and equal in dignity and rights. They are endowed
with reason and conscience and should act towards one another in a spirit
ofbrotherhood.

(Article 1, Universal Declaration of Human Rights, 1948.)

This activity gives students an opportunity to identify situations where there is no regard, or little
regard, for Article 1 of the Universal Declaration of Human Rights. It also allows them to reflect on
their own values regarding the rights of youngpeople.

Instructions
1 Divide the class into groups of four students.
2 Hand out a copy of the game board, instructions, Character response worksheet and a single
die to each group.

3 Read through the instructions with the students to make sure they understand them.
4 Allow approximately 15 minutes for them to play the game and answer the questions on the
worksheet.

5 Ask each group to report back to the class on the various situations they rolled and a summary
of their discussion.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

223

As a society we often claim to adhere to the rights of individuals as defined in many human rights
documents. How is this exhibited in our everyday practices? Do our communities, families, social
norms and current laws promote sexual wellbeing for everyone?

Visit <http://safeschoolscoalitionvictoria.org.au/>.
If time permits, show the video LGBTQ Discrimination
<http://www.chnnyc.org/services/teen/more-than-just-sex-campaign/>.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

224

Learning Sequence 1

Many young people in schools are forming support groups (for example, gay-straight alliances)
and many schools and individuals belong to the Safe Schools Coalition Victoria (SSCV). This is a
coalition of schools and individuals dedicated to creating safer educational environments where
same-sex attracted and gender-questioning young people are supported; where every family can
belong; where every teacher can teach and every student can learn.

AusVELS Levels 9 &10

Wrap up

LEARNING SEQUENCE 1

Game

Instructions
AusVELS Levels 9 &10

TRAM STOP: game instructions

PURPOSE
To develop some understanding of how differences in sexuality can undermine equality in different
social environments.

Learning Sequence 1

SETTING UP
1 Have a look at the possible tram stops. Where there are white dots, add places in your
community that are not already included.
2 Each player receives a different coloured token. Before starting to play, you will each develop
the character assigned to your token by rolling the die twice, as explained below.
3 Take it in turns to roll the die.

The first roll determines your biological sex.

If you roll an even number
your character is female.

FEMALE

If you roll an uneven number

your character is male.

MALE

The second roll of the die determines your characters sexual identity.
If you roll a one
your character is gay.

GAY

If you roll a two

your character is straight.

STRAIGHT

If you roll a three

your character is bisexual.

BISEXUAL

If you roll a four, five or six,

roll again.

ROLL AGAIN

You can now give your character a name and begin the tram ride.

HOW TO PLAY
1 Place all characters (game tokens) in the centre Start here.
2 Select a beginner and, in a clockwise circle, roll the die and move from the centre towards any
large coloured dot. If at any time you land on a large dot, you can choose a destination further
from home, such as a different suburb, different city, holiday destination etc. Wherever you land,
write this location on your Character response worksheet (including those of your own choice).
3 Continue taking it in turns to move around the tram line in a clockwise direction until everyone
has made three stops.
4 Now discuss the questions with the other players in your group and then complete your worksheet.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

225

LEARNING SEQUENCE 1

Worksheet

Character response

Biological sex:

female

TRAM STOP 1

male

Sexual identity:

gay

straight

bisexual

: Location:

Learning Sequence 1

Will you be able to reveal your sexuality at this tram stop or will you need to pretend your
sexuality is something else? Explain.

Will you be welcome at this tram stop? Explain.

Are there positive or negative consequences for revealing your sexuality at this tram stop?
Explain.

If there are negative consequences, what would need to happen at this tram stop to
addressthis?

TRAM STOP 2

: Location:

Will you be able to reveal your sexuality at this tram stop or will you need to pretend your
sexuality is something else? Explain.

Will you be welcome at this tram stop? Explain.

Are there positive or negative consequences for revealing your sexuality at this tram stop?
Explain.

If there are negative consequences, what would need to happen at this tram stop to
addressthis?

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

AusVELS Levels 9 &10

TRAM STOP: Character response

226

LEARNING SEQUENCE 1

Worksheet

AusVELS Levels 9 &10

TRAM STOP 3

Character response

: Location:

Will you be able to reveal your sexuality at this tram stop or will you need to pretend your
sexuality is something else? Explain.

Learning Sequence 1

Will you be welcome at this tram stop? Explain.

Are there positive or negative consequences for revealing your sexuality at this tram stop?
Explain.

If there are negative consequences, what would need to happen at this tram stop to
addressthis?

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

227

LEARNING SEQUENCE 1

Gameboard

Tramstops
AusVELS Levels 9 &10

CHURCH

COFFEE
SHOP

NETBALL
STADIUM

SCHOOL

GYM

FOOTY CLUB

START HERE

FISH & CHIP

SHOP

WORK

Catching On Later

Learning Sequence 1

YOUTH
GROUP

SHOPPING
CENTRE

AusVELS Levels 9 & 10 Sexuality Education Activities

HOME

CINEMA

228

AusVELS Levels 9 &10

Presenting sexuality content analysis

exercise

LEARNING INTENTIONS

Preparation and materials

a broad range of various types of media materials (if you feel your students may find the task
of collecting these too difficult)

Introduction
The media is a major information source for young people, including representations of
gender. Therefore, its important for young people to critically analyse the media to which they
are exposed.
This activity will need to be given sufficient time to allow students to undertake their analysis.
The activity could be spread over several classes if you decide students could source their own
materials and then present findings to the class as a poster, video, PowerPoint etc.
This is a possible assessment task.

Instructions
1 Break into pairs or small groups (three or four) to complete a content analysis exercise.
2 Ask students to find five examples of intimacy from a mix of media, for example, in a book,
novel, movie, advertisement, TV show, music video, magazine article, YouTube video,
electronic game or other form of media. If students are analysing internet content, check their
sites first to ensure suitability.

3 Ask them to develop a question to guide their analysis. Sample questions could include:

Is sexuality presented in a positive light?

Are young people portrayed as white and heterosexual?
How is sexuality used to sell products?
Who is missing from these presentations? (People with disabilities, indigenous
peopleetc.)
Is the representation real?
To help students address their chosen topic, some of the following questions could be used to
focus their analysis. Ensure that all students address the last four questions.

What themes did the media cover (e.g. sex, love, romance, desire etc.)?
What is being said in the articles about girls and sexuality, and boys and sexuality?
Were girls and boys presented in similar or different ways?
Was sexuality presented in a negative or positive light?

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

229

Learning Sequence 1

To facilitate substantive conversation about assumptions associated with sexuality through

the use of media.
To explore the language of sexuality through the critical examination of media.

AusVELS Levels 9 &10

Did any of the media cover same-sex relationships? How were these presented?
Was there any focus on particular cultural groups or other groups such as people with
disabilities?
What assumptions are being made about sexuality? For example, people who
have disabilities do not have sexual relationships; girls only want romance out of
relationshipsetc.
What are the implications for young people of the assumptions made? Who does this
viewbenefit?
What could be done to change these assumptions?
Do different types of media treat sexuality differently? For example, a glossy magazine
compared to a local newspaper?

5 Students present their findings to the class as a talk, podcast, poster, tape, video, role play
orstory.

Wrap up
From the analysis that you have done, and from the presentations you have seen, write a short
paragraph describing what impact this exercise has had on you.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

230

Learning Sequence 1

4 Allow sufficient time for students to research and write up their findings.

LEARNING SEQUENCE

Relationships and communication

1 Relationships, love, desire and intimacy

2 The wall of love
3 Breaking the ice
4 When love ends
5 Sex what is it?
6 Communicating intimacy in a relationship
AusVELS LEVELS 9 & 10
HEALTH AND PHYSICAL EDUCATION health knowledge and promotion

> roles and responsibilities in sexual relationships

> sexuality and sexual health, e.g. safer sex practices, sexual negotiation, same-sex attraction and
the impact of alcohol on sexual and personal safety

> support strategies for young people experiencing difficulties in relationships or with their sexuality.
INTERPERSONAL DEVELOPMENT building social relationships

> complex social conventions when interacting with others

> barriers to achieving positive relationships
> strategies that could be used to overcome barriers to effective relationships
> skills and strategies to prevent and resolve conflict.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

231

Relationships, love, desire and intimacy

LEARNING INTENTION

Preparation and materials

equipment for showing PowerPoint presentations Definitions of love, desire and intimacy
and Romance, or you may wish to develop handouts instead
Note: the PowerPoint presentations Definitions of love, desire and intimacy and
Romance are available online at: <http://www.education.vic.gov.au/school/teachers/
teachingresources/social/physed/Pages/resources.aspx>.

Introduction
Research and evaluation of sexuality education programs (Carmody et al., 2010; Allen, 2009)
clearly shows that many programs concentrate on the physiology of vaginal/penile sex and issues
around the prevention of the possible negative consequences of sex, such as STIs and pregnancy.
Research has shown, too, that students also want to examine issues of love, intimacy and desire.
If schools are to provide a comprehensive program that takes a health-promoting approach,
students not only need to examine sexual practices but also the context in which they occur.

Definitions of love, desire and intimacy

LOVE

1 A deep feeling of affection, attachment and solicitude for another person.

DESIRE

1 To wish; to long for; to hope for; to want; to exhibit or feel desire for. To have a powerful
romantic or sexual attraction for someone (or something).

2 Sexual desire, lust, passion; a wish, a longing or craving, especially for sexual activity.
INTIMACY

1 The state or condition of being intimate; the capacity to relate to another person in an
emotionally open, equal, and caring way.

2 An instance of being intimate; a close, trusting, confidential friendship (or personal

relationship) between two people who are completely at ease with one another and feel
free to express their innermost feelings.
(Farlex, Inc. 2004)

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

232

Learning Sequence 2

To examine the concepts of love, desire and intimacy and allow students to explore the range
of experiences and situations where these concepts are relevant to them.

AusVELS Levels 9 &10

AusVELS Levels 9 &10

Instructions
1 Using the definitions provided on the PowerPoint, or a handout you have made from the
definitions above, introduce the concepts of love, desire and intimacy. As a whole group
discuss the following questions:
Is it possible for a person to desire someone without loving him or her?
Is it possible for a person to love someone without desiring him or her?
Is it possible for a person to be intimate with someone without loving him or her?
Is it possible for a person to love someone without being intimate with him or her?
Are there members of the community that the law forbids people to sexually desire and
besexually intimate with?

Learning Sequence 2

2 Brainstorm the positives and negatives of being in love. Record these on the board.

Discussion questions
Given there are some negatives to loving someone, why do people take the risk of falling
inlove?
How might you be able to lessen the impact of the negatives? For example, if one of the
negatives is breaking up, how might that occur with as little impact/sadness as possible?

Wrap up
Use the PowerPoint Romance or read out the description of romance and love below on
page234.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

233

AusVELS Levels 9 &10

Romance
What is falling in love? What is true love?

Learning Sequence 2

Ideas about romance and love vary in different settings. Typically, falling in love
involves feelings of passion, sexual attraction, and excitement. Sometimes this feeling is
called a crush, romance or infatuation.
Falling in love is often a thrilling experience. A romantic relationship sometimes (although
not always) involves feelings of commitment and intimacy. Falling in love can be a
one-sided experience; the object of the love may not feel the same.
Everyone can fall in love. Adults, as well as adolescents, fall in love. People may fall in love
only once, more than once, or many times in their lives.
Children grow up absorbing many messages about romance and love. What is true
love? Loving someone is caring deeply for that person and being committed to his or
her wellbeing and happiness. Loving and being loved can be the source of deep joy and
meaning in life. Love is one of the most powerful emotions that people experience. It has
inspired great works of art, literature and music.
There are many different ways to love somebody. People may
feel love for members of their immediate or extended family,
for close friends, and for their partners or spouse of
the same or the other sex. The terms true love
or real love often refer to an intimate partner
bond that has moved beyond the falling in
love or infatuation stage. Sorting out feelings
of affection, romantic love, sexual desire, and
true love is often difficult and confusing.
Everyone receives messages from her or his
culture about what love is, whom we should
(or should not) love, and how we should
express (or not express) our love.
(International Sexuality and HIV Curriculum Working
Group, 2009, p. 128)

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

234

AusVELS Levels 9 &10

The wall of love

LEARNING INTENTIONS

Learning Sequence 2

To think about and discuss the feelings associated with love.

To challenge students to represent their understandings in multiple ways.

Preparation and materials

large paper, two sheets per group
markers, one set per group
sticky notes, one pad per group
bare classroom wall

Introduction
Music is a very powerful medium for expressing many feelings; romance and love, in particular.
In this activity, students will have an opportunity to explore these feelings and express them in
the form of a lyric.

Instructions
1 Divide the class into groups of about six. Its best not to have more than four groups as the
presentations at the end of the activity can take a lot of time and they are a very important
element of this activity.

2 Hand out two large sheets of paper and a set of markers to each group. When you say start,
they need to brainstorm and write down all the songs they can think of with the word love
in the title. Give them only three minutes to do this as you dont want the list to be too long.

3 Ask the first group to read out one of their titles to the class then have the second group
add one. Go on to group three then group four, adding titles that have not already been
mentioned. Go back to the first group and continue around until all titles have been
contributed. As a class, discuss: Is love a popular theme? Why?

4 Now ask groups to brainstorm all the feelings associated with love being in love or falling in
love. Write these words on the sticky notes provided. Once they have done this, each group
selects their top three words and sticks the notes up on the class wall of love (to inspire all,
when it comes time to create jingles).

5 Ask one person from each group to report back their top three words to the class.
6 Now ask the students to use the second piece of paper to write a love jingle which must
include their top three words and as many of the other words from the wall of love as they
wish. Have them write the jingle in large enough letters for the whole class to read. To get
them started, you might suggest they make a list of words that rhyme with their top three
words and/or use a tune that is simple and everyone knows, such as a Christmas carol or
nursery rhyme.

7 Invite each group to perform their love jingle to the rest of the class. After being sung, the
jingles should be placed above all the other words on the wall of love.
Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

235

We see and hear many positive and negative things about love. Music videos sometimes depict
love as being ready for sex. Just because youre in love does not necessarily mean you are ready
to have sex.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

236

Learning Sequence 2

Because love is different for everyone, there is not a checklist for you to go through to make
sure this is the real thing. However, there are some indicators, such as: trusting the person;
knowing that even when youre not together there is an emotional attachment; being able to be
yourself when youre together; sharing some common values and interests; and enjoying each
otherscompany.

AusVELS Levels 9 &10

Wrap up

AusVELS Levels 9 &10

Breaking the ice

LEARNING INTENTIONS

Preparation and materials

cards Opening lines and responses, one set for class
worksheet Pointers for encouraging conversation, one per student (alternatively, the short
PowerPoint presentation could be used, or pointers could be listed on the board)
Note: the Pointers for encouraging conversation PowerPoint presentation is available online
at: <http://www.education.vic.gov.au/school/teachers/teachingresources/social/physed/
Pages/resources.aspx>.

Introduction
It is expected that students will have already had some lessons on communication skills and
how to be an active listener. If this is not the case, you could start with an exercise you know or
use the one provided in AusVELS Level 7, Learning Sequence 1, activity 4. If students have not
done work around good communication strategies, the worksheet Pointers for encouraging
conversation might be useful.
To be able to initiate a conversation confidently, students often need to practice their repertoire.
In this activity the students will be given time to develop a strategy for beginning a conversation
that may be a little awkward. They will have an opportunity to rehearse and discuss the
effectiveness of their strategies.

Instructions
1 Make a large circle and include yourself. Ask everyone to have a seat.
2 Hand out the worksheet Pointers for encouraging conversation (or show presentation), and
ask students to use the pointers during this exercise, particularly the suggestions for body
language.

3 Assign numbers to students starting from both your left and right sides at the same time
so that there are two 1s, two 2s, two 3s etc. until you reach the middle of the circle.
If there is not an equal number you will need to participate.

4 Explain to the class that half of them will be trying out some opening lines in order to start
a conversation with someone they may not have spoken to before. The other half will be
responding to the lines.

5 Ask both number 1s to stand and face each other. This is a good time to remind students
about what sort of body language encourages conversation, e.g. eye contact, smiling, open
stance etc.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

237

Learning Sequence 2

To develop language that will promote conversation within a relationship.

To identify communication strategies that facilitate positive relationships.

that the person holding the opening line will read their card first and that this will be quickly
followed by the designated response from the other student.

7 Using the remaining cards, continue around the group until all pairs of students have had
aturn.

8 Ask the class which of the opening lines they think might work and why. How could you

Learning Sequence 2

improve any of them?

9 Write up examples of the improved opening lines and when the class has agreed on
a few, practice them in pairs. Try to come up with different lines for different situations
orcircumstances.

Discussion questions
Can this exercise apply to how you communicate on social media?
What, if anything, needs to be changed to make it more useful in terms of communicating
onsocial media?

Wrap up
When meeting someone for the first time, whether you want to show your interest in them or not,
its important to think about how you communicate.
If you want the conversation to be more than just a brief exchange, your opening line needs to be
something the other person can respond to in some detail. Your body language will tell the other
person how interested you really are in them.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

AusVELS Levels 9 &10

6 Now hand out the first pair of Opening lines and responses cards to the number 1s. Explain

238

LEARNING SEQUENCE 2

Cards

Opening lines and responses

Hi, how are you going?

OK. How about you?

OPENING LINE 2

RESPONSE 2

Hi. Im Sam,
whats going on?

Hi. Not a whole lot yet.

OPENING LINE 3

RESPONSE 3

Hi, are you having an

OK time?

Sure, its not bad.

OPENING LINE 4

RESPONSE 4

How do you
know Jenny?
(Jenny is giving the party.)

She lives just across

the street from me.

OPENING LINE 5

RESPONSE 5

Are you into this kind

of music?

Not really but its OK.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

Learning Sequence 2

RESPONSE 1

AusVELS Levels 9 &10

OPENING LINE 1

239

LEARNING SEQUENCE 2

Cards

Opening lines and responses

Im getting a bite to eat,

can I get you anything?

Sure. Just grab me

whatever youre getting.

OPENING LINE 7

RESPONSE 7

I noticed that you were

playing the new game on
your phone, is it any good?

Its not bad.

Would you like a go?

OPENING LINE 8

RESPONSE 8

Youre new here

what school were you at
last term?

Yes, Im new.
I moved from City College
a few weeks ago.

OPENING LINE 9

RESPONSE 9

I like that shirt;

I just bought one like it
for a friend.

Thanks.
I picked it up cheap
at a sale.

OPENING LINE 10

RESPONSE 10

You seem to really get

this stuff; can you help me
get started?

Sure, we could do
a bit at lunch time.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

Learning Sequence 2

RESPONSE 6

AusVELS Levels 9 &10

OPENING LINE 6

240

LEARNING SEQUENCE 2

Cards

Opening lines and responses

That looks like a

new phone what do you
like about it?

Yeah, I can get really

good apps and games
on it.

OPENING LINE 12

RESPONSE 12

Did you do anything fun

on the weekend?

Just went to the movies

with friends and watched
the game on TV.

OPENING LINE 13

RESPONSE 13

Are you going to the music

festival next weekend?

No, I wasnt able

to get tickets.
What about you?

OPENING LINE 14

RESPONSE 14

Have you tried out

the new pizza shop
near the school?

No, but Ive walked

past it a few times on
my way home.

OPENING LINE 15

RESPONSE 15

I noticed you at the game

yesterday. Which team
do you follow?

Neither, really.
I have friends on both
teams.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

Learning Sequence 2

RESPONSE 11

AusVELS Levels 9 &10

OPENING LINE 11

241

LEARNING SEQUENCE 2

Worksheet

Pointers for encouraging conversation

AusVELS Levels 9 &10

Pointers for encouraging conversation

ASK OPEN-ENDED QUESTIONS
Ask questions that allow the person to talk or tell a story. Use words or phrases such as how,
please tell me more or explain what you mean.

Learning Sequence 2

USE BODY LANGUAGE THAT HELPS PROMOTE SUCCESSFUL COMMUNICATION:

make eye contact
smile
use gestures that show you understand, such as nodding your head.
DURING THE CONVERSATION, RESPOND BY:
Asking clarifying questions, such as, So what youre saying is...
Asking for an example of what they are saying.
Not trying to outdo the person you are talking to with a story about how it happened to you but
was so much more important, funnier, sadder, etc.
IN A NUT SHELL
Be an active listener. Nod your head, ask questions, and maintain a comfortable level of eyecontact.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

242

AusVELS Levels 9 &10

When love ends

LEARNING INTENTION
To enhance methods of communicating in situations that may be sensitive ordifficult.

Learning Sequence 2

Preparation and materials

paper strips of two different colours (e.g. yellow and green), one of each per student
small boxes or envelopes, two per group

Introduction
Break-ups in young relationships happen frequently. They may occur with little or no distress to
either person, but sometimes the break-up can carry with it a great deal of hurt and sadness.
Many of us have our first romantic relationship during our teens, so realistically its unlikely to be
our only one. We will therefore experience the thrill of a new relationship, and also the sadness
of one ending, more than once. In this activity it is intended that students will acquire some skills
to say what they are feeling and to communicate clearly why it is time to end a relationship. It is
desirable for this to be relayed in a manner that is honest and sympathetic, having regard for the
other person. You will notice the similarities with this activity and the previous one.

Instructions
1 As a class, brainstorm ideas about when and why a relationship might end. Record the
responses on the board. Some examples might be:

you dont feel the same about the other person anymore
the relationship isnt equal
trust is gone
there may be a change of circumstances, e.g. where you live or go to school
you found someone else youre interested in
the relationship feels uncomfortable
you have different values
you argue all the time
the relationship is violent
its not fun anymore.

2 Select five representative examples of why a relationship might end and write these up on
theboard.

3 Divide the class into five groups and assign one of these examples to each group. Give each
group two small boxes or envelopes and ask them to write their example scenario on both
boxes/envelopes, as well as opening line on one and response on the other.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

243

AusVELS Levels 9 &10

OPENING LINE
I found someone new

RESPONSE
I found someone new

conversation in their given scenario, and how the other person might respond.

5 Hand out the slips of paper, one of each colour to each student. Using the first colour, e.g.
yellow, students should write an opening line on the slip. They should then write a response
to this on their other slip (e.g. the green one). Each student should then put these into the
appropriately labelled boxes or envelopes where they will be mixed up.

6 Now students take it in turns within their groups to draw out an opening line while another
member draws out a response. Ask students to practice these out loud. After everyone in the
group has had a turn at opening the conversation and replying, discuss ways that might make
it better. Make changes on the slips or write new ones (in which case, the teacher will need to
provide more slips).

7 Put the opening lines and responses back into the envelopes or boxes and transfer these to a
different group.

8 When each group has received their new scenario, repeat instructions 47. At the end of this,
each group selects the two best opening lines from their current box/envelope.

9 Ask for volunteers to read out the break-up scenario and then read out the two best ways of
beginning the conversation. For teachers who enjoy it, this could be done as a role play, being
sure to debrief the participants at the end.

Discussion questions
How does it feel being the person to initiate the break-up?
How does it feel having someone tell you they want to break up?
What things should we consider when we know its the right time to end a relationship?

Wrap up
The important thing is to make sure that you have communicated your feelings. Sometimes,
ending a relationship can be accompanied by strong feelings. These feelings may be felt not only
by the partners who are breaking up, but also by their friends and family. There may be feelings
of sadness, anger and hurt, but there may also be feelings of relief. Some young people may feel
they have learned from the experience such as how important it is to remember your friends,
who we sometimes put aside when we are in the middle of a romantic relationship. After a breakup, we may feel better prepared for the next relationship.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

244

Learning Sequence 2

4 Ask each group to discuss amongst themselves ways they could start the break-up

Sex what is it?

LEARNING INTENTIONS

Preparation and materials

cards Sexual behaviours including the voting cards sex and not sex, one set per group

Introduction
In order to engage in public debate, students need an opportunity to practice verbalising their
ideas, and to listen and scrutinise the opinions of others. In this activity the topic they will
discuss is how we define sexual behaviours.
It is important that students have participated in AusVELS Level 7 Teachers choice Learning
sequence 2, activity 1, The sex in sexuality, before commencing this activity.

Instructions
1 Divide the class into groups of four and hand out a set of Sexual behaviours cards and voting
cards to each group.

2 The groups need to sort the cards into two categories: sex or not sex. Allow time for
discussion and for a consensus to be reached.

3 Once all the groups have completed this task, read out a behaviour card to the class and allow
each group to vote either sex or not sex by holding up one of their voting cards. Keep track
of the results on the board. Repeat with each behaviour card.

Discussion questions
Where there was class agreement, ask why this was an easy or more straightforward
behaviour to classify.
Where the whole class was not in agreement, ask if there had also been disagreement within
the groups and, if so, why? Why is it more difficult to classify these behaviours?
What would be a good definition of sex?
Is it important for everyone to have the same way of defining these behaviours?
What could be the implications for couples who have different definitions of sex?
If oral sex is classified as not having sex, is your partner unfaithful if he/she engages in oral
sex with someone else? Could they catch or pass on a STI?

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

245

Learning Sequence 2

To enable students to connect and organise new content with prior learning about sexuality.
To provide an opportunity for students to sustain a conversation that deepens their individual
and collective understanding of sex.

AusVELS Levels 9 &10

Nobody is ever obligated to have unwanted sexual contact. Should you desire and agree to
have sexual contact, remember that it may include holding hands, kissing, caressing and other
intimate activity, as well as sexual intercourse. For some people, sexual activity may be in a
context of love, and for others, in certain situations, it may not. It should, however, always be
in a context of trust and respect.

Some questions you may like to ask yourself, before committing to having sex, are:
Why do I want to have sex?
Am I ready to have sex?
Is my partner ready to have sex?
If you look at the research from 4th National Survey of Australian Secondary Students
(Smith etal. 2009), you can see that less than a third of Year 10 students have ever had
sexualintercourse.

Table: Sexual experience sexual activity

Percentage of students who
reported sexual activities in 2008
Sexual activity

Year 10 total M/F

Year 12 total M/F

deep kissing

70.5

89.2

sexual touching

55.6

77.6

oral sex

33.6

58.4

sex without a condom

16.6

41.1

sex with a condom

27.4

55.6

27.4

56.1

Survey question: Have you had an experience of ?

Survey question: Have you ever had sex?

students who have ever had sexual intercourse
(Smith et al., 2009, p. 26)

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

246

Learning Sequence 2

Its also important for young people to know what their options for intimacy are. It doesnt have
to be sexual intercourse to be pleasurable.

AusVELS Levels 9 &10

Wrap up

LEARNING SEQUENCE 2

Cards

Sexual behaviours

A person gets sexual pleasure

from holding hands with
someone.

Partners use their mouths to

pleasure each others mouths.
Can also kiss anywhere on
partners body.

Body and/or genital

rubbing

Love letters

Rubbing genitals against a

partners body or genitals for
sexual pleasure.

A person gets sexual pleasure

from writing or receiving
love letters.

Anal intercourse

Cuddling

A man inserts his penis into his

male or female partners anus.

A person gets sexual pleasure

from cuddling their partner.

Oral sex (cunnilingus)

Vaginal intercourse

A person uses his or her tongue

to stimulate the female partners
genital area.

A male inserts his penis into

his female partners vagina.

Fantasy

Oral sex (fellatio)

Imagining things that are

sexually arousing.

A person uses his or her

mouth/tongue to stimulate their
partners penis.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

Learning Sequence 2

Kissing

AusVELS Levels 9 &10

Holding hands

247

LEARNING SEQUENCE 2

Cards

Sexual behaviours
AusVELS Levels 9 &10

Internet messages

A person inserts their finger(s)

into their partners vagina or anus.

Messages which are sexually

arousing but not abusive.

Massage

Masturbation

A person gets sexual pleasure

from being massaged.

Giving yourself sexual pleasure,

usually by touching or rubbing
your genitals. Can involve fantasy.

Nipple stimulation

Pornography
or sex toys

Licking, sucking or rubbing etc.

the nipples for sexual arousal.

Using images or toys for sexual

arousal and pleasure.

Phone sex

Text messages

Phone calls which are sexually

arousing but not abusive.

Messages which are sexually

arousing but not abusive.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

248

Learning Sequence 2

Digital stimulation

LEARNING SEQUENCE 2

Cards

Voting cards
AusVELS Levels 9 &10
Learning Sequence 2

SEX
NOT
SEX
Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

249

AusVELS Levels 9 &10

Communicating intimacy in a relationship

LEARNING INTENTIONS

Preparation and materials

paper strips of two different colours (e.g. yellow and green), one of each per student
two small boxes differentiated by the same two colours as the paper strips (you could paint or
paper the boxes, or just label them with a coloured marker)

Introduction
Sexual intercourse may but does not always happen within an intimate relationship. There are
many reasons why the nature of a relationship can change and many ways for this to occur. In the
previous activity, the class discussed several different ways of being intimate.
In order to increase their repertoire for managing this rather difficult conversation, its important
for students to rehearse opening lines and responses. You will notice the similarities between
this activity and several of the previous activities.

Instructions
1 Brainstorm and write up, on the board, the reasons young people may want to have sex.
Then brainstorm the reasons young people may not want to have sex and record these next
to the first list.

2 Hand out one slip of yellow paper and one slip of green paper to each student. (Other colours
can be used.)

3 Ask all students to think about an opening line they might use to get a conversation started
about whether or not to have sex. Each student writes this statement on the piece of yellow
paper and places it into the yellow box. They can use the statements already on the board to
help them get started.

4 Now ask all the students to think of a response they might use if their partner had started the
conversation about having a sexual relationship. Students now write this response on the
green paper and place it in the green box. It might be a yes, because response or a
yes, but ... response with attached conditions; or it might be a no, because ... response
pointing out the reasons why not.

5 Ask the students to sit in a circle with the teacher as part of the circle. Place the boxes in the
centre of the circle.

6 Ask the student on your right and the student on your left to move to the centre. The student
from your right will take a slip from the yellow box and the student from your left will take a
slip from the green box.

7 Beginning with yellow, the student reads out the statement and the student with green reads
the reply. The statements that have been read are left on the floor beside the boxes.
Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

250

Learning Sequence 2

To develop language that is helpful in negotiating your wants or desires in an intimate

relationship.
To provide a safe environment for students to rehearse this conversation.

statement. Sometimes the replies will not make a very good match for the opening line.
Dont worry about it have a laugh and proceed to the next pair.

9 Once you have finished the discussion questions below, students may like to have another
attempt at writing opening lines and responses. Or, they may select just a few of the ones
they think work and repeat the activity using just those lines.

Learning Sequence 2

Discussion questions
Why do you think it might be difficult to start the conversation?
Why do you think it might be difficult to reply to your partner?
Can you think of other ways of raising the topic?
Where might this conversation lead?
Is it OK to have the conversation and decide not to have a sexual relationship?
Why is communication about sex important? Possible answers:
It helps to ensure that consent to having sex is given freely, without coercion.
It helps to avoid misunderstandings.
It might help prevent an unintended pregnancy.
It might help prevent the spread of STIs.
What do you think are the most common reasons for having unwanted sexual intercourse?
(Refer to the table on page 252, Sexual experience.)
What happens when you add alcohol to the situation? (Refer to the table on page 252,
Sexualexperience.)
If youre not quite sure about participating in a sexual act but go ahead despite those
inner feelings, how might you feel afterwards? (Sometimes its important to go with our
gut feelings as they often reflect our own values.)
What is the law with regard to consent?

The following link may be of use in your discussion. Its also a good site for young people to view
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Sex_are_you_ready?open.

Wrap up
The level of intimacy you share with your partner is a personal decision. The greater the intimacy
the more important it becomes for you to determine what feels comfortable, safe and right for you
in this context. Thinking about sex before it happens is a good thing. It should enable you to make
the decision you want. Remember that sometimes you or your partner may be under the influence
of alcohol when you find yourself having to decide whether to stop or go further. Although alcohol
may lessen inhibitions and you may feel more inclined to have sex, the downside might be that
you make a decision you regret, i.e. have sex or have unprotected sex.
There are some circumstances where consent has not been given. The following information from
Victoria Legal Aid is important.

When one person does not agree to sex

As well as imposing age limits, the law says that two people cant have sex unless they both
agree (consent). If you dont agree and someone threatens you or touches you sexually they are
breaking the law.
Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

AusVELS Levels 9 &10

8 Go around the circle twice, until each student has read both a yellow statement and a green

251

AusVELS Levels 9 &10

If someone has sex with you or touches you sexually when you are asleep, unconscious or so
affected by alcohol or drugs that you are not able to agree, it is still sexual assault.
Victoria Legal Aid website: < http://www.legalaid.vic.gov.au/745.htm>.

Table 1: Sexual experience Sexually active students who discussed sex-related issues
during their last sexual encounter (%)

Survey question:
Think back to the last time you had sex. Before you had sex, did you talk to this person about ?

avoiding pregnancy

46.6

42.8

avoiding HIV infection

21.9

13.3

avoiding other STIs

26.6

16.2

how to get sexual pleasure without intercourse

37.1

31.2

using a condom

75.1

67.2

29.2

33.8

Survey question:
Have you ever had sex when you didnt want to?
sexually active students who have ever had
unwanted sex

Table 2: Sexual experience Sexually active students who discussed sex-related issues and
ever had unwanted sex: reasons (%)
Percentage of students who are sexually
active and who have ever had unwanted sex
Year 10 total M/F
Year 12 total M/F
Survey question:
Reasons given for having unwanted sex
too drunk

16.3

17.4

too high

6.0

2.4

my partner thought I should

15.5

18.9

my friends thought I should

3.6

2.5

(Smith et al., 2009, pp. 3536)

Teacher advice
Recommended legal resources for teachers and students
Am I old enough? is a handy booklet for young people about the law.
Order or download for free at: www.legalaid.vic.gov.au/583.htm
Young people and the law is a teachers kit.
Order or download for free at: www.legalaid.vic.gov.au/803.htm

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

252

Learning Sequence 2

Sex-related issues discussed

Percentage of students who were

sexually active in 2008
Year 10 total M/F
Year 12 total M/F

LEARNING SEQUENCE

Pressure, power and sexuality

1 What are the rules?

2 Stepping out
AusVELS LEVELS 9 & 10
HEALTH AND PHYSICAL EDUCATION health knowledge and promotion

> factors influencing the development of identity

> roles and responsibilities in sexual relationships
> assumptions, community attitudes and stereotypes about young people and sexuality
> policies/practices related to sexual harassment, homophobia and discrimination.
INTERPERSONAL DEVELOPMENT building social relationships

> complex social conventions when interacting with others

> local and global values and beliefs, and the impact on their own and others social relationships
> barriers to achieving positive relationships
> strategies that could be used to overcome barriers to effective relationships.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

253

AusVELS Levels 9 &10

What are the rules?

LEARNING INTENTION
To examine intimate relationships and sexual standards for young people.

Learning Sequence 3

Preparation and materials

spend time navigating the website <www.lawstuff.org.au> or other sites you find helpful
copies of the worksheet What are the rules?, one per student

Introduction
This activity caters for a broad range of students, from those who are not sexually active to those
who may be. All students can consider the laws, social norms, peer norms, parent/carer rules and
their own views and values regarding sexual behaviours.
This activity is appropriate to complete for homework or in class.

Instructions
1 Divide the class into groups of four or five. Hand out the worksheet What are the rules? to
each student. Discuss what we mean by unwritten rules, standards and expectations, and why
they may be different for the various groups listed at the top of the worksheet. You might want
to use the following example scenario:
Im 17 and my parents have just split up. Im allowed to have my boyfriend sleep
over (which may include sexual intercourse) when Im at my dads house but not
when Im staying at my mums house.
Using this example, some possible responses might be:

the law age of consent would need to be considered

social norm in the context of your community, is this ok?
peer norm your peers may think its ok even if they are not allowed to do it
parent/carer rules in this instance the rules for each are different
my own rules you believe it to be OK, or maybe there has been pressure applied to you
and you really arent comfortable with it.

2 Ask groups to discuss amongst themselves how the scenarios listed on the worksheet apply
to young women and men between the ages of 17 and 25.

3 Inform students they will have to do some research to find out what the laws in Victoria are
in relation to some of the statements. Students can either research the laws themselves or
teachers may like to guide students through the website <www.lawstuff.org.au>.

4 All students are required to do is record answers in the first three columns on the worksheet.
If the norms are different for males and females, include this information in the grid. Filling
in the last two columns parent/carer and self is optional, but students may want to reflect
on these during their class discussions and/or later by themselves. Some of these topics may
not have been discussed at home and students may not know their parent/carers view.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

254

AusVELS Levels 9 &10

Discussion questions

Learning Sequence 3

How do the laws differ from the unwritten rules such as those determined by our peers
andparents?
Are there benefits to the rules and, if so, who do they benefit?
What are the laws governing sexuality in Victoria?
What are the sexual rules for girls of this age?
What are the sexual rules for boys of this age?
What are the differences according to age? Why are there differences?
Are there differences for other groups of young people?
Who is it acceptable to have sex with?
Who is it not acceptable to have sex with?
How do you feel about the rules, standards and expectations?
Do rules determine a level of power? If so, who do they benefit?
Where do these unwritten rules, expectations and standards come from?
Is it possible to change any of these unwritten rules, expectations and standards? How?

Wrap up
It is important to consider social and gender norms around sexuality, and to critically analyse
them in relation to laws pertaining to sexuality. Laws are written to protect people, and while all
people are held accountable to the law there is a choice about how much you want to subscribe
to social expectations.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

255

AusVELS Levels 9 & 10 Sexuality Education Activities

looking at porn on the

internet

being coerced or
threatened to have sex

travelling on trains after

midnight

sending a nude photo of

a friend to a third person

being part of an abusive

relationship

having sex with someone

of the other sex

having sex with someone

of the same sex

Whats the law?

Whats the social

norm?

Whats the peer

norm?
My parent/carer rules

My own rules

Worksheet

time to be home on the

weekend

taking responsibility for

contraception

receiving a nude photo

on a mobile

age for social networking

What are the rules for?

Learning Sequence 3

Catching On Later

AusVELS Levels 9 &10

What are the rules?

LEARNING SEQUENCE 3

What are the rules?

256

AusVELS Levels 9 &10

Stepping out

LEARNING INTENTIONS

Learning Sequence 3

To provide students with an opportunity to feel and understand empathy.

To demonstrate the importance of respectful relationships.

Preparation and materials

copy of question sheet Stepping out, for teacher use
large working space to enable students to move around easily

Introduction
This activity enables students to move from identifying assumptions made about sexual diversity
and looking at how they have developed, to more closely investigating the implications of
these assumptions. Students will have the opportunity to experience someone elses situation
so that they can become more aware of what it might be like to be gay, lesbian or bisexual.
Putting themselves into someone elses shoes, if they have not before considered the issues
and implications, can be challenging, so it is crucial that a supportive classroom environment is
created and maintained.
Through being aware of these common misconceptions and their implications for those who
do not identify as exclusively heterosexual, schools can work to eliminate them and provide a
supportive environment for all.

Instructions
1 Divide the class into two groups. Assign one group to be straight and the other to be
gay. Once they have been assigned their identities, the students can mingle again. Inform
students that the aim of this activity is to gain awareness of issues affecting different groups
in the community.

2 Ask students to clear a space in the centre of the room then form a line across the middle,
facing the teacher, in no particular order. The line should stretch across the width, not length,
of the room, as students will need space to move backwards and forwards. It doesnt matter if
they are a bit squashed at the start as they will soon spread out.

3 Explain that you will ask a series of yes/no questions (from the Stepping out question
sheet). Students will have to decide if they should answer yes or no with reference to their
assigned sexual identity. The students will not have all the relevant information for each
scenario so will have to make a response based on their assumptions.

4 Before you begin asking the questions, get the students to shut their eyes for a minute to
imagine themselves into the position of the person with the sexual identity they have been
assigned. Then tell them to open their eyes and answer aloud as you read the questions out
one at a time. Those who answer yes are to take a step forward. Those who answer no, take
a step back. Emphasise that the questions must be answered according to what they think
really happens, not what they feel should happen. Observe the response time i.e. quick to
answer or hesitant as it says a bit about how easy or comfortable a particular question is.
Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

257

students closest to the front of the room to reveal their sexual identities. Then do the same
with the students furthest to the back. Compare the identities of the other students who are
somewhere in between.

6 Ask students how they felt about their character as they saw others move ahead or behind
them. Did everyone who represented a straight person end up in the same place? Why? Did
everyone who represented a gay person end up in the same place? Why?

Learning Sequence 3

Teacher advice
It is important to manage the time for this exercise so that every question is asked
and all students can respond. It is essential to leave enough time to discuss the
activity with the class at the end.

Discussion questions

What did you feel about your character and their situation?
What did you learn from your participation in this activity?
How safe and supportive is your school for a disclosure about sexual identity?
How can you work with others to bring about changes at your school?

(Adapted from Ollis and Mitchell, 2001, pp. 138143, which was adapted from HIV/AIDS Education in Health and
Physical Education, Early Childhood to Year 10: A Training and Development Package, Department for Education and
Childrens Services, now DEET, South Australia, 1997.)

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

AusVELS Levels 9 &10

5 When all the questions have been answered, begin the debriefing process by asking those

258

LEARNING SEQUENCE 3

Question sheet

Stepping out
AusVELS Levels 9 &10

Question sheet: Stepping out

Can you talk to a parent about your sexuality?
Could you invite your partner home?
Is your family likely to support and recognise your relationship?

Learning Sequence 3

Would your partner be included in family gatherings like weddings, birthdays, New Years Eve
parties?
Would your family feel OK if they started introducing your partner to their friends as your
boyfriend/girlfriend?
Can you go to school without harassment?
Would you take your partner to the school dance?
Could you tell people in your sports club about your sexuality?
Could you tell your friends what you did on the weekend and with whom?
Would you chat about your love life with a close friend on the bus?
When you go out in a crowd of friends do you feel you can give your partner a kiss and a hug?
Could you easily find other couples like yours if you wanted to go out as a group?
Can you be fairly confident you wont get put down or physically hurt by others because of
yourrelationship?
Could you talk to the leader of your church youth group, sporting club etc. if you were having
problems with your relationship?
Do love scenes on TV and the movies commonly show relationships like yours?
Could you tell your boss about your sexual preference without putting your job at risk?
Are you able to be open with your doctor when he/ she talks to you about contraception?
Can you get married when you want to?

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

259

LEARNING SEQUENCE

Safer sex issues

1 Safer sex quiz

2 What do you need to know more about?
3 What are the things to consider when being sexually active?
4 How much do you know about STIs?
5 Who can I trust?
6 Dear Doctor, information please!
7 Contraception how to prevent an unintended pregnancy
8 Fertility and forming a family
9 How safe is that?
10 Things are not always what they seem
11 Thinking about sexual safety
12 Did I really press send?
13 Nightclub dilemmas
14 Writing the rights positive approaches to sexuality

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

260

AusVELS Levels 9 &10

AusVELS LEVELS 9 & 10

HEALTH AND PHYSICAL EDUCATION health knowledge and promotion

> factors influencing the development of identity

> variations in relationships over time
> roles and responsibilities in sexual relationships

Learning Sequence 4

> sexuality and sexual health, e.g. safer sex practices, sexual negotiation, same-sex attraction and
the impact of alcohol on sexual and personal safety

> assumptions, community attitudes and stereotypes about young people and sexuality
> policies/practices related to sexual harassment, homophobia and discrimination
> Medicare.
INTERPERSONAL DEVELOPMENT building social relationships

> complex social conventions when interacting with others

> local and global values and beliefs, and the impact on their own and others social relationships
> barriers to achieving positive relationships
> strategies that could be used to overcome barriers to effective relationships
> strategies for managing peer influence on relationships
> skills and strategies to prevent and resolve conflict.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

261

Safer sex quiz

LEARNING INTENTION

Preparation and materials

copies of Safer sex quiz A: Sexual activities, one per student
copies of Safer sex quiz B: What do you know?, one per student
copy of Answers: quiz A, for teacher use
copy of Answers: quiz B, for teacher use

Introduction
This activity is designed to help students determine their own level of knowledge regarding safer
sex. By participating in the quiz, students will be able to determine what they would like to know
more about. Its not particularly important, therefore, how students perform on the quiz. Its
more important that they begin to identify which issues regarding safer sex they would like more
information about, or more opportunities to discuss.

Instructions
1 Ask students to explain what they think is meant by safe sex. Ask students to explain the
difference between safe sex and safer sex.

2 Once you have allowed time for this discussion, read out the following definition from Better
Health Channel, 2011:
Safe sex is having sexual contact while minimising the risk that you will get a
sexually transmissible infection (STI). Sexual contact that doesnt involve the
exchange of semen, vaginal fluids or blood between partners is considered to be
safe sex. Unsafe sex may pass on STIs such as chlamydia, HIV or gonorrhoea, or
result in an unintended pregnancy. Safe sex is also called safer sex to highlight the
fact it is not a 100 per cent guarantee but it significantly reduces the risk of STIs.

3 Hand out copies of parts A and B of the Safer sex quiz to each student. Allow around
10minutes for them to complete it.

4 Once the students have completed the quiz, go through all the questions with the class,
providing correct answers and explanations where required. Teacher notes are included after
the quiz to assist with this discussion.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

262

Learning Sequence 4

To provide an opportunity for students to demonstrate their current level of understanding of

safer sex.

AusVELS Levels 9 &10

LEARNING SEQUENCE 4

Safer sex quiz A

Sexual activities

Tick the box you think best describes the level of risk for each of the sexual activities listed.
Sexual activities

Safer

Low-risk

High-risk
or unsafe

Learning Sequence 4

kissing
open-mouthed kissing (also called deep kissing)
massage
having sex without a condom (male or female)
cuddling
ejaculating on unbroken skin
sexual intercourse using a barrier contraception
such as a condom (male or female)
re-using a condom
doing anything that involves blood-blood contact
masturbation
using a condom that is past its use-by date
withdrawing the penis before ejaculation instead
of using a condom
mutual masturbation
having sex without a condom (male or female)
(Adapted from the Survey Questions, Smith et al., 2009, Section G1, p. 83.)

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

AusVELS Levels 9 &10

SAFER SEX QUIZ A Sexual activities

263

LEARNING SEQUENCE 4

Safer sex quiz A

Answers

Tick the box you think best describes the level of risk for each of the sexual activities listed.
Sexual activities

Safer

Low-risk

High-risk
or unsafe

Learning Sequence 4

kissing
open-mouthed kissing (also called deep kissing)
massage
having sex without a condom (male or female)
cuddling
ejaculating on unbroken skin
sexual intercourse using a barrier contraception
such as a condom (male or female)
re-using a condom
doing anything that involves blood-blood contact
masturbation
using a condom that is past its use-by date
withdrawing the penis before ejaculation instead
of using a condom
mutual masturbation
having sex without a condom (male or female)
(Adapted from the Survey Questions, Smith et al., 2009, Section G1, p. 83.)

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

AusVELS Levels 9 &10

QUIZ A Answers

264

LEARNING SEQUENCE 4

Safer sex quiz B

What do you know?

Tick the appropriate boxes to indicate if the following statements are True or False.
TRUE

FALSE

Learning Sequence 4

You cant always tell when someone has an STI.

Practising safer sex means that one person in the relationship has an STI.
You have to be 18 years of age to buy condoms.
Being drunk does not increase the risk of unsafe sex.
Lesbians do not get STIs.
Condoms come in a variety of sizes.
Apart from HIV, all STIs can be cured.
Chlamydia is a STI that affects only women.
Chlamydia can lead to sterility in women.
Once a person has caught genital herpes, they will always have the virus.
People who always use condoms are safe from all STIs.
Gonorrhoea can be transmitted during oral sex.
Human Papilloma Virus (HPV) can affect both men and women.
HPV infections can increase the risk of cervical cancer.
(Adapted from the Survey Questions, Smith et al., 2009, Section G1, p. 83.)

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

AusVELS Levels 9 &10

SAFER SEX QUIZ B What do you know?

265

LEARNING SEQUENCE 4

Safer sex quiz B

Answers

Tick the appropriate boxes to indicate if the following statements are True or False.
TRUE

FALSE

Learning Sequence 4

You cant always tell when someone has an STI.

Practising safer sex means that one person in the relationship has an STI.
You have to be 18 years of age to buy condoms.
Being drunk does not increase the risk of unsafe sex.
Lesbians do not get STIs.
Condoms come in a variety of sizes.
Apart from HIV, all STIs can be cured.
Chlamydia is a STI that affects only women.
Chlamydia can lead to sterility in women.
Once a person has caught genital herpes, they will always have the virus.
People who always use condoms are safe from all STIs.
Gonorrhoea can be transmitted during oral sex.
Human Papilloma Virus (HPV) can affect both men and women.
HPV infections can increase the risk of cervical cancer.
(Adapted from the Survey Questions, Smith et al., 2009, Section G1, p. 83.)

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

AusVELS Levels 9 &10

QUIZ B Answers

266

AusVELS Levels 9 &10

Teacher notes
Rating the safety of sexual activities
Safer sex activities

Learning Sequence 4

Sexual contact that carries a low risk of STI transmission includes:

kissing
cuddling
massage
masturbation
mutual masturbation
ejaculating on unbroken skin.

Low-risk sexual activities

Activities that probably wont involve the exchange
of bodily fluids include:
open-mouthed kissing also called deep or
French kissing. This type of kissing is fine if
neither of you has a mouth sore and no blood
is present.
sexual intercourse using barrier contraception
such as a male or female condom. Remember that
a diaphragm (a cap worn high in the vagina to
cover the cervix) offers good protection against
pregnancy but low protection against STIs.

High-risk or unsafe sexual activities

Unsafe sex outside of a monogamous relationship is
risky. Examples of unsafe sexual activities include:
having sex without a male or female condom
withdrawing the penis before ejaculation instead
of using condoms (pre-ejaculatory fluid may be
infectious and can also contain sperm)
trying to re-use a condom or using a condom that
is past its use-by date
using a condom incorrectly or continuing to have
sex once the condom is broken
doing anything that involves blood-to-blood
contact
getting bodily fluids like menstrual blood, semen
or vaginal fluids inside another persons body
(e.g. mouth, vagina or anus).

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

267

AusVELS Levels 9 &10

Facts about STIs

There are a number of STIs that cannot be cured.
Chlamydia is a STI that affects women and men.
Chlamydia can lead to sterility in women.
Once a person has caught genital herpes, they will always have the virus.
People who always use condoms are not safe from all STIs.
Gonorrhoea can be transmitted during oral sex.
HPV affects both men and women.
There are many different kinds of HPV infections. Some increase the risk of getting cervical
cancer though most women who have HPV will never develop cervical cancer. (4th National
Survey of Secondary Students and Sexual Health, 2008)
Condoms can be purchased in supermarkets, petrol stations, public toilets etc.
Condoms are sold in a variety of sizes, colours etc.

Learning Sequence 4

Factors that increase the risk of unsafe sex

Some of the factors that can make unsafe sex more likely include:

being drunk
using drugs
thinking that its OK just this once
believing that you can tell if someone has an STI.

(Adapted from The Better Health Channel: <http://www.betterhealth.vic.gov.au/>.)

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

268

AusVELS Levels 9 &10

What do you need to know more about?

LEARNING INTENTIONS

Learning Sequence 4

To provide students with the opportunity to prioritise what they think are important topics
todiscuss.
To establish meaningful learning goals through the inclusion of young people in the
development of said goals.
To use activities to explore the suggested topics of interest.

Preparation and materials

statement cards I would like to know more about, one set per pair

Introduction
In the previous activity we established students knowledge of safer sex and dispelled some
myths through the Safer sex quiz. It is now a good idea to explore what else students would like
to know about. This activity is useful to determine what students have been taught in previous
years and is similar to Think back in AusVELS Level 7, Learning sequence 2.
Explain to the group that many of the activities in this unit are related to STIs because the
research from the 4th National Survey of Australian Secondary Students conducted in 2008
showed that students exhibited the poorest knowledge in relation to chlamydia and the
transmission of gonorrhea and genital warts. However, there may be other areas of sexuality they
wish to know more about. This activity is designed to determine what these areas might be and
the importance the students place on them.

Instructions
1 Begin with a discussion about the students sexuality classes from previous years. Possible
discussion questions might be:

Did you have sexuality education last year?

Did you learn about STIs?
What else did you learn?
Is there anything you wanted to learn about but didnt?
Why do you think you werent taught some things?

2 Write the following statement on the board:

In our sexuality education class, we would like to learn more about

3 Ask the students to work in pairs and give each pair a set of the

nine statement cards.

4 Ask them to prioritise these into a specific order using a

diamond shape, with their number one priority at the top; two
and three on the next row; four, five and six on the row below
that; seven and eight under this; and number nine on its own
at the bottom as the statement with the least importance.
Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

2
4

3
5

6
8

269

should work together as a group to agree on an order of priorities they all feel happy with.

6 Ask each group to feed back their top three priorities. Write these on the board. Discuss why
the groups thought these were the most important topics to learn about. As part of the class,
the teacher should also have some input into this discussion.

7 Remind students that if one of their priorities did not make the top three list in their group,

Learning Sequence 4

they should use the Question Box for any specific questions they may have.

Teacher advice
The following activities may cover some of the topics students have prioritised.
You can cover more with additional activities or discussions but you may not be
able to cover all of them. Several activities on STIs have been included here based
on the findings from the 4th National Survey of Australian Secondary Students
(Smith et al. 2009).

Discussion questions
How important is it for your interests and needs to be recognised in these classes? Why?
What opportunities do young people have to participate in activities and discussions
aboutsexuality?
What are the advantages of doing this?

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

AusVELS Levels 9 &10

5 When the students have finished this activity, ask each pair to join up with another pair. They

270

LEARNING SEQUENCE 4

Statement cards

I would like to know more about

Chlamydia

Genital herpes

Why is it so common?
How do I prevent infection and
what do I do if I have an infection?

Why is it so common?
How do I prevent infection and
what do I do if I have an infection?

I WOULD LIKE TO KNOW MORE ABOUT

I WOULD LIKE TO KNOW MORE ABOUT

Genital warts (HPV)

The implications of
teen pregnancy

I would like more information

about genital warts.
Whats the vaccination all about?

What are the rules about the mother

attending school? What if I decide
not to tell the father? Will the father get
into trouble if hes still at school?

I WOULD LIKE TO KNOW MORE ABOUT

I WOULD LIKE TO KNOW MORE ABOUT

Romance

How to manage a sexual

relationship

What is love? What does love feel like?

Why or why not have romantic relationships
at this age? What are the different kinds of
romantic relationships?

How do I begin the conversation with

my partner? What things do we need to
consider? What bits should be negotiated
and what should be assumed?

I WOULD LIKE TO KNOW MORE ABOUT

I WOULD LIKE TO KNOW MORE ABOUT

Sex

HIV/AIDS

When is it considered sex?

Is there a difference between sex
and sexual intercourse?
How do I make up my mind?
Whats the right age?

How does it spread?

Whos at risk?

I WOULD LIKE TO KNOW MORE ABOUT

I WOULD LIKE TO KNOW MORE ABOUT

Contraception

Write your own and exchange it

for one thats of no interest to you.

Whats most effective?

How/where do you get contraceptives?

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

271

Learning Sequence 4

I WOULD LIKE TO KNOW MORE ABOUT

AusVELS Levels 9 &10

I WOULD LIKE TO KNOW MORE ABOUT

AusVELS Levels 9 &10

What are the things to consider when

being sexually active?

Learning Sequence 4

LEARNING INTENTION
To identify some of the issues associated with being sexually active.

Preparation and materials

play money, enough for $700 per student ($100 bills from Monopoly are useful; if no
Monopoly money is available, a quick search on Google using the search term play money
Australian will provide many options )
a pack of envelopes

Introduction
This activity is designed to get students thinking about some of the issues associated with being
sexually active, and to determine what they consider the key issues might be.

Instructions
1 Ask students to reflect for a couple of minutes on the possible issues or risks associated
with becoming sexually active at age 16. Follow this with a brainstorming session and write
the risks up on the board. The following list may be useful if the students are having trouble
getting started:

getting pregnant
feeling used
getting a STI
breaking up
sexual pleasure-giving and receiving
parents disapproving
getting a reputation
friends disapproving.

If STIs have not been listed, you as the teacher should include it in the brainstorm.

2 Inform students they have $700 to spend on reducing these risks for young people. Explain
that there are certain rules as to how they can spend their money. For example, they cannot
spend any less than $200 on reducing any one risk. They could spend the money on three
issues $200, $200 and $300 or they could spend $300 and $400 on two risks. Or, if they
felt very strongly about one risk, they could spend all $700 on that risk. Give students a few
minutes to decide how they will spend their money.

3 While students are deciding how to spend their money on risk reduction, the teacher will need
to write the identified risks onto the envelopes. (Make sure you have enough to cover all of
the risks.) Now place them around the room, allowing enough space for students to move
about freely without other students closely observing them.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

272

AusVELS Levels 9 &10

4 Now ask students to wander around the room and place their money in the appropriate
envelopes.

5 When students have finished distributing their money, ask for volunteers to count the total
for each risk and report back to the class. Using this information, determine the students
priorities.

6 Discuss how important it was to reduce the risk of contracting STIs as determined by the

7 Now ask them to form groups of three or four and instruct each group to jot down three ways
they could minimise a risk for the top four risks prioritised.

8 Collect the groups responses then read them out and discuss how realistic they are.

Wrap up
Students can respond to the following questions as a journal entry or piece of reflective writing:
What did the class see as the most important risks to reduce?
Do you think there are any gender differences in the risks that students considered important
to reduce?
Did your own view of the risks match those of the class? Explain.
Reflect on the risk that you considered most important to reduce. What strategies would you
use to reduce this risk?

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

273

Learning Sequence 4

amount of money placed in the appropriate envelope. How can you minimise this risk? (The
websites listed in the following activity could be visited at this time if the teacher thinks it
would be useful.)

How much do you know about STIs?

LEARNING INTENTION

Preparation and materials

write up this list of common STIs on the board:
chlamydia
gonorrhoea
genital herpes
hepatitis A
hepatitis B
HIV
human papilloma virus (genital warts)
pubic lice
scabies
syphilis
trichomoniasis.
(This is not a definitive list of STIs. It is for discussion purposes for this activity only.)
equipment for showing PowerPoint Symptoms of STIs
copy of list Possible symptoms of STIs, for teacher use
use your own resources or one of the following sites to ensure you have the most recent
information regarding STIs:
STI Health Australian Government
<http://www.sti.health.gov.au/internet/sti/publishing.nsf/content/home-1>
Better Health Channel
<http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/ct_sexuallytransmitted
infections?open>
Family Planning Victoria
<http://www.fpv.org.au/sexual-health-info/sexually-transmissible-infections-stis-bbvs/whatare-stis-and-bbvs/>
Melbourne Sexual Health Centre
<http://www.mshc.org.au/Default.aspx?alias=www.mshc.org.au/general>
(Most of these sites provide fact sheets.)
equipment for viewing internet video Face Your Fears <http://vimeo.com/32214917>
Note: the Symptoms of STIs PowerPoint presentation is available online at: <http://www.
education.vic.gov.au/school/teachers/teachingresources/social/physed/Pages/resources.aspx>.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

274

Learning Sequence 4

To check students understanding of the symptoms of STIs, and the importance of maintaining
good sexual health.

AusVELS Levels 9 &10

AusVELS Levels 9 &10

Introduction
This activity is designed to check students understanding of the possible risks associated
with being sexually active, and to emphasise the importance of sexual health checks and safe
behaviours for those who are sexually active.
This activity is suitable for interactive whiteboards with voting capacity.

1 Go through the list of common STIs on the board.

2 Use the PowerPoint Symptoms of STIs or read out the first symptom (but not the STIs) from
the list Possible symptoms of STIs. Ask students which STI this may be a symptom of. Once
you have heard from a number of students, read out the STIs that may have this symptom or
bring up the answer slide on the PowerPoint. (It is important to remind students that there are
other STIs not mentioned here which may also have these symptoms, and that there are more
symptoms than the ones mentioned in this activity.)

3 Continue with this line of inquiry, moving through the list or PowerPoint until you reach the
last one May have no symptoms.

4 Discuss the following:

What has this exercise taught us? (Some STIs have
symptoms common to other STIs.
In many cases there are no symptoms, or the
symptoms are so slight they go unnoticed.)
What are the implications of this for the sexual
health of young people?
What behaviours place people at risk of contracting
STIs?
What behaviours reduce the risk of contracting
STIs? (Be sure to include abstinence here.)

5 Show the video Face Your Fears <http://vimeo.

com/32214917>.

6 Using an overhead projector or interactive white

board, visit one or more of the reputable Australian
websites listed above on page 274. These are good
resources for students to use if they haveconcerns.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

275

Learning Sequence 4

Instructions

A NOTE ON MEDICARE
A youngAustralian
person 15law,
years
of age
Under
people
or older is
entitled
own
become
eligible
fortoatheir
Medicare
card
at 15card.
years of age.
Medicare
Further information is available at:
<http://www.medicareaustralia.gov.
au/public/update/index.jsp>.

STI symptoms arent always obvious. If you think youre

experiencing STI symptoms, see a doctor. Some STI symptoms can be treated easily and
eliminated, while others require more involved and long-term treatment. Either way, its essential
to be evaluated, and if diagnosed with a STI get treated. Its also essential to inform any
partners so that they can be evaluated and treated. If left untreated, STIs can increase your risk
of acquiring another STI, such as HIV. This happens because a STI can stimulate an immune
response in the genital area, or cause sores, either of which might make HIV transmission more
likely. Some untreated STIs can also lead to infertility.
You could have a STI and be asymptomatic without any signs or symptoms. In fact, this
happens with a lot of STIs. Even though you have no symptoms, youre still at risk of passing the
infection along to your sex partners. Thats why its important to visit your doctor on a regular
basis for STI screening, so you can identify a potential infection and get treated for it before
passing it along to someone else. As well as being able to pass on symptomless STIs, you can
also sustain long-term damage yourself such as infertility.
If you are sexually active, or thinking about becoming sexually active, its a good idea to have
regular check-ups in order to take responsibility for your own sexual health.
(Modified from Mayo Clinic <http://www.mayoclinic.com/health/std-symptoms/ID00053>)

When and where to get help

<http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Sexually_transmitted_
diseases_symptoms_you_should_discuss_with_your_doctor?open>

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

276

Learning Sequence 4

If you have sex, you may also have an STI, along with
subtle or noticeable STI symptoms. Straight or gay, married
or single, youre vulnerable to STIs and STI symptoms,
whether you engage in oral, anal or vaginal sex. Although
condoms are highly effective for reducing transmission of
STIs, no method is foolproof. This is particularly true with
certain STIs, such as genital warts and genital herpes.

AusVELS Levels 9 & 10

Wrap up

LEARNING SEQUENCE 4

List

Possible symptoms of STIs

AusVELS Levels 9 &10

Possible symptoms of STIs

Symptom

Sexually transmissible infections

painful urination

chlamydia
genital herpes

Learning Sequence 4

gonorrhoea
trichomoniasis
dark urine

hepatitis A
hepatitis B

discharge from the

penis or vagina

chlamydia
gonorrhoea
trichomoniasis

pain during sexual

intercourse, either in
men or women

chlamydia

fatigue

hepatitis A

gonorrhoea
trichomoniasis

hepatitis B
HIV
syphilis (secondary stage)
itching

genital herpes
human papilloma virus (genital warts)
pubic lice
scabies
trichomoniasis

rash

HIV
syphilis (secondary stage)

may have no
symptoms

chlamydia
gonorrhoea up to a month before symptoms
genital herpes so mild they go unnoticed
hepatitis A
hepatitis B
HIV when first infected
human papilloma virus (genital warts)

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

277

AusVELS Levels 9 &10

Who can I trust?

LEARNING INTENTIONS

Learning Sequence 4

To find out where young people get their information about sexuality.
To explore how much they trust these sources of information.
To critically examine the sources of information young people use.

Preparation and materials

copies of the worksheet Where do I get my information?, one per student
equipment for showing the short PowerPoint Information sources used and trusted by
adolescents or worksheet Information sources used and trusted by adolescents,
for teacher use
Note: the PowerPoint presentation Information sources used and trusted by adolescents
is available online at: <http://www.education.vic.gov.au/school/teachers/teachingresources/
social/physed/Pages/resources.aspx>.

Introduction
Two challenges for young people are working out who they can trust and where they can get
accurate information about sexuality. Popular culture transmitted through the media often
presents a distorted and inaccurate picture to young people. Research by Smith et al. (2009)
found that adolescents do not necessarily use the sources of information they trust. This activity
is designed to help students identify the information sources they do use and why.
This activity could be used as a homework task.

Instructions
1 Hand out the worksheet Where do I get my information? to each student and allow about five
minutes for them to complete it.

2 Present students with the information on the worksheet Information sources used and
trusted by adolescents or use the PowerPoint.

Discussion questions
Is your picture similar to what the research tells us about young people?
Why do you think mothers are often used as a source of information?
Look at your own worksheet does the source used change according to the type of
information being sought? Why?
In the research, why do you think young people trust doctors but dont use them for advice
and information?
Which of the sources do you think can be relied on to provide accurate information?
Can you think of any ways the sources young people trust but do not use could be made
moreaccessible?

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

278

Wrap up

Teacher advice
If students have not previously done work around reliable websites, it might be useful
to complete AusVELS Level 8, Learning sequence 6, activity 1 Surfing is it the best
source of information?

EXTENSION ACTIVITY >>

Using any of the five questions from the worksheet Where do I get my information?,
ask students to find three places in their local community where they could go for help or
information. Its possible to share this information with the class by compiling a small student
directory using the different local services (teachers would need to check that the information
provided by the students is correct.)
Invite your local health services (including youth-friendly doctors) to provide a speaker who
can address the questions from the worksheet and also talk about the health services they
provide for young people.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

279

Learning Sequence 4

If you had a difficult decision to make, where would you turn for advice and help? Think of three or
more sources (allow a minute or so). Ask yourself: Will the help I get be reliable, trustworthy and
useful? There are many sources of help for young people and choosing one can be confusing, but
seeking help is a good beginning.

AusVELS Levels 9 &10

In the research, why do you think the internet was the source least trusted?
How can young people ensure that they access reliable internet sites for information?
Are there other sources of information that young people use that have not been mentioned?

LEARNING SEQUENCE 4

Worksheet

Where do I get my information?

AusVELS Levels 9 &10

Where do I get my information?

For each of the questions complete the following three instructions:
1 Put a tick next to the sources you have used or which have provided you with most of your
information and ideas about sex, sexuality and relationships.
2 Circle the sources that you trust.
3 Explain why on the lines provided.

If you wanted some information about STIs, which of the following sources would
you use? Why?

Mum

Pamphlets/posters

Internet

Dad

Health Ed at school

Teachers

Sister

Television

Doctor

Brother

Female friends

Boyfriend/girlfriend

Books/magazines

Male friends

School nurses

Learning Sequence 4

If you thought you had a STI, which of the following sources would you go to
for advice? Why?

Mum

Pamphlets/posters

Internet

Dad

Health Ed at school

Teachers

Sister

Television

Doctor

Brother

Female friends

Boyfriend/girlfriend

Books/magazines

Male friends

School nurses

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

280

LEARNING SEQUENCE 4

If you wanted to talk about relationship issues such as love, attraction, starting or
ending a relationship and so on, which would you use? Why?

Mum

Pamphlets/posters

Internet

Dad

Health Ed at school

Teachers

Sister

Television

Doctor

Brother

Female friends

Boyfriend/girlfriend

Books/magazines

Male friends

School nurses

If you wanted factual information about sex, such as pregnancy, sexual practices,
wet dreams, and so on, which would you use? Why?

Mum

Pamphlets/posters

Internet

Dad

Health Ed at school

Teachers

Sister

Television

Doctor

Brother

Female friends

Boyfriend/girlfriend

Books/magazines

Male friends

School nurses

Learning Sequence 4

Where do I get my information?

AusVELS Levels 9 &10

Worksheet

If you and your partner were having an unintended pregnancy, where would you
get help? (DO NOT USE TICKS; JUST CIRCLE THE ONES YOU WOULD TRUST.) Why?

Mum

Pamphlets/posters

Internet

Dad

Health Ed at school

Teachers

Sister

Television

Doctor

Brother

Female friends

Boyfriend/girlfriend

Books/magazines

Male friends

School nurses

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

281

LEARNING SEQUENCE 4

Worksheet

Information sources used and trusted by adolescents

AusVELS Levels 9 &10

Information sources used and trusted by adolescents

Information source

% trusted

doctor

28.4

69.5

school program

44.6

52.3

school nurse

13.7

40.9

teacher

30.0

41.2

pamphlets

40.7

41.7

internet websites

34.3

27.7

mother

47.8

67.2

father

26.8

51.4

female friend

48.5

57.9

male friend

31.4

40.1

older brother

12.8

28.2

older sister

17.6

34.5

Learning Sequence 4

% used

(4th National Survey of Australian Secondary Students, 2008.)

There were some gender and year level patterns

to student-use of information sources for
sexualhealth.
Compared to young male students, young
women were more likely to consult their doctor
(44 per cent compared to 30 per cent), their
mother (62 per cent compared to 44 per cent)
and female friends (63 per cent compared to
38 per cent) for sexual health information. In
contrast, young men typically were more likely
than young women to confide in either their
father (40 per cent versus 27 per cent) or a
male friend (42 per cent versus 31 per cent) for

advice regarding sexual health. Generally, it was

more common for young women (91 per cent)
to seek advice regarding sexual health than it
was for young men (82 per cent).
Year 12 students were generally more likely to
seek advice for matters relating to sexual health
than those in Year 10. Compared to their Year
10 counterparts, students in Year 12 were more
likely to consult a doctor (52 per cent versus
28per cent), their mother (66 per cent versus
48 per cent) or confide in a female friend
(62per cent versus 49 per cent) for information
on sexual health.
(Smith et al., 2009, pp. 5859)

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

282

AusVELS Levels 9 &10

Dear Doctor, information please!

LEARNING INTENTION
To assist students to connect and use their new and existing knowledge of STIs.

Learning Sequence 4

Preparation and materials

copies of the letters Dear Doctor, one letter per group
internet access or fact sheets for the STIs mentioned in each letter
equipment for viewing internet video The Importance of Condoms
<http://vimeo.com/32160162>

Introduction
Given the increase in the rate of chlamydia in young people in Australia, it is important that we
give priority attention to this STI. We have also included a number of other STIs in this activity as
they continue to receive media attention and students may wish to find out more about them.
The previous activity Who can I trust? is a good introduction to this one.
This activity could be used as an assessment task.

Instructions
1 To get started, show the video The Importance of Condoms
<http://vimeo.com/32160162>.

2 Divide the class into groups of four and provide each group with one of the Dear Doctor
letters. Its OK if some groups have the same letter. At least one group should have the
chlamydia letter.

3 Each group now has to adopt the role of doctor and respond to the letter from their client
requesting further information. Remind students that they need to consider the gender of the
person who has the infection.

4 Before groups begin their research, go through the following common questions as a class so
that the doctors can convey the best possible information to their clients:

Is there a test for it?

Is it treatable and what does the treatment involve?
If I decide not to go ahead with treatment, what will happen?
How did I get it?
Do I need to tell anyone I have it?
Will I still be able to have sex?

5 To find the information they need, students can refer to the websites (and the websites fact
sheets) explored in activity 4 of this learning sequence, How much do you know about STIs?
Or provide fact sheets you have prepared yourself.

6 When the replies are finished, ask one student from each group to read out their letter to the
rest of the class.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

283

AusVELS Levels 9 &10

7 If you think any details could be incorrect, take the time to check them out to ensure no
misinformation goes home with the students.

Discussion questions

Learning Sequence 4

How would you feel receiving any one of these letters from your doctor? Is the response
judgemental? Has it answered your questions?
Who should be told if a person has a STI?
How should a person be told they have an infection?
What would your advice be to a friend who confided in you that they had a STI?

Wrap up
If you are considering being sexually active, or are sexually active already, you should have
regular check-ups for STIs. You will need to consider where you go for help. Where are the local
health services in your area?
More information can be found on the Better Health Channel website
<http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Sexually_transmissible_
infections_avoid_the_risk?open>.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

284

LEARNING SEQUENCE 4

Letters

Dear Doctor

After you confirmed that I have

contracted chlamydia there were a
number of questions I forgot to ask you.

After you confirmed that I have

contracted genital herpes there were a
number of questions I forgot to ask you.

Could you please provide me with the

following information:

Could you please provide me with the

following information:

Is there a test for it?

Is there a test for it?

Is it treatable and what does the

treatment involve?

Is it treatable and what does the

treatment involve?

If I decide not to go ahead with

treatment, what will happen?

If I decide not to go ahead with

treatment, what will happen?

How did I get it?

How did I get it?

Do I need to tell anyone I have it?

Do I need to tell anyone I have it?

Will I still be able to have sex?

Will I still be able to have sex?

Yours sincerely

Yours sincerely

Karen

Sam

Dear Doctor

Dear Doctor

After you confirmed that I have

contracted genital warts there were a
number of questions I forgot to ask you.

After you confirmed that I have

contracted HIV there were a number of
questions I forgot to ask you.

Could you please provide me with the

following information:

Could you please provide me with the

following information:

Is there a test for it?

Is there a test for it?

Is it treatable and what does the

treatment involve?

Is it treatable and what does the

treatment involve?

If I decide not to go ahead with

treatment, what will happen?

If I decide not to go ahead with

treatment, what will happen?

How did I get it?

How did I get it?

Do I need to tell anyone I have it?

Do I need to tell anyone I have it?

Will I still be able to have sex?

Will I still be able to have sex?

Yours sincerely

Yours sincerely

Kate

Tri

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

Learning Sequence 4

Dear Doctor

AusVELS Levels 9 &10

Dear Doctor

285

AusVELS Levels 9 &10

Contraception how to prevent an

unintended pregnancy

LEARNING INTENTION

Introduction
In this activity students will explore various methods of contraception, including abstinence. The
activity is organised into two parts. In part A, the students will have the opportunity to connect
and organise new and existing knowledge by researching the effectiveness, cost, availability and
suitability of various methods of contraception to create an informational poster. In part B of the
activity, students will provide email advice to a friend, allowing them to test their understanding
in this area and justify their decisions. Part B could be used as an assessment task.
If students have not participated in AusVELS Levels 9 and 10, Learning sequence 2, activity 6,
Communicating intimacy in a relationship, now would be a good time.

PART A INFORMATIONAL POSTERS

Preparation and materials
one set of the cards Contraception
prepare a fact sheet for each of the contraceptives, including brief information on how it
works; how to obtain it; and approximate cost where possible. A useful website for this is
<http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/contraception_choices_
explained>
A2 paper, several sheets for each group
coloured markers

Instructions
1 Divide the class into six groups.
2 Place all the Contraception cards face-down on the floor and invite one student from each
group to collect one of the cards for their group.

3 The groups should now design a poster for the contraceptive they have picked which will
be used by the rest of the class in the second part of the activity. Each group will need
several sheets of A2 paper for drafting and making the poster, the relevant fact sheet, and
colouredmarkers.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

286

Learning Sequence 4

To explore the most common methods of contraception that young people are likely to use,
including withdrawal, the morning-after pill, implants, the pill, andcondoms.

AusVELS Levels 9 &10

4 Things to consider for inclusion on the poster are:

5 Groups need to first submit a draft poster to allow the teacher to check the suitability and
quality of the information. Once the draft has been checked, students can prepare the final
poster. Share the tips below with the students.

6 Display the posters around the room for all to see and allow students an opportunity to ask
clarifying questions of the groups responsible for making each poster.

TIPS FOR MAKING A POSTER

Have something that gets the viewers attention.
Make it simple; have a single central message.
Keep the message brief, catchy and able to be read in 10 seconds.
The lettering should be large enough to see from a few metres away.
Leave plenty of space between words.
Do not use all uppercase lettering as it is hard to read.
Make sure the colours you use are strong enough to be seen from a few metres away and will show
up on the chosen background colour.
If you like a particular colour but its not very strong, it is sometimes helpful to outline it in black.
Check that your spelling and information are correct before you begin the final poster.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

287

Learning Sequence 4

name of contraceptive
how it is used
whos responsible for using it
approximate cost (where possible)
effectiveness
benefits other than contraception (where applicable)
where and how can you get it.

AusVELS Levels 9 &10

PART B EMAIL ADVICE TO A FRIEND

Preparation and materials

Learning Sequence 4

copies of the worksheet Advice to a friend, one per student

ensure the posters from part A contain accurate information and are well-displayed
equipment for viewing internet video Meet the Contraceptives <http://www.chnnyc.org/
services/teen/more-than-just-sex-campaign/>

Instructions
1 Ask each student to imagine they have just received a private email message in their inbox
from a very close friend. This friend has provided them with the following information
(students to invent this):
name
name of their partner
age
age of their partner
something about the family and community they come from
something about where the relationship is currently (never had sex through to having
regular sex).

2 Referring to the informational posters, students should now research their response,
including:

recommended type of contraceptive and STI protection

reasons for their recommendation
how to use it
where to get it
its effectiveness
any implications or consequences of using it
whether or not the friend will need to see a doctor or health worker
who in the relationship should take responsibility for acquiring it and understanding
howit works.

3 Each student then writes a return email using the worksheet Advice to a friend.

Wrap up
Think about it what would you do if you were in a relationship where sexual intercourse was
likely? Have you had an open conversation with your partner? Where would you get advice if you
need it? Think back to some of the previous activities; in particular, activity 5 of this learning
sequence, Who can I trust?
If time permits, watch the video Meet the Contraceptives
<http://www.chnnyc.org/services/teen/more-than-just-sex-campaign/>.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

288

LEARNING SEQUENCE 4

Cards

Contraception

Morning-after
pill

Contraceptive
pill

Contraceptive
implant

Condom

Learning Sequence 4

Contraceptive
ring

AusVELS Levels 9 &10

Withdrawal

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

289

LEARNING SEQUENCE 4

Worksheet

Advice to a friend

Friend

To:

Best friend (BF)

Subject:

Advice to a friend

Learning Sequence 4

Hi

AusVELS Levels 9 &10

From:

(friends name)

I know you are interested in becoming sexually active.

You said you met

and that youve been

(partners name)

seeing each other for

(length of time)

You want to know what I think about the sort of protection you should use to have
safer sex, in other words, you want to avoid STIs and pregnancy.
I think its your birthday next month and youll be
turned

(age)

(age)

and your partner just

. In these circumstances, I think the best thing for you to do is to

use

(type of protection)

, for the following reasons:

(address the age, gender and sexuality of your friend)

If you decide to follow my advice, some important thing to know are:

(correct use, side effects, etc.)

Your best friend,

(name of student author)

Please let me know how you get on.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

290

Fertility and forming a family

LEARNING INTENTIONS

Preparation and materials

worksheet Matters of fertility, for teacher use
cards Forming a family scenarios, one per group (its OK for some groups to have the
samescenario)
cards ART plus adoption, one set per group

Introduction
Fertility refers to the ability to conceive and bear children. In Australia, one in six couples
experience difficulties conceiving and/or maintaining an ongoing pregnancy (Victorian Assisted
Reproductive Treatment Authority [VARTA] <http://www.varta.org.au/>).
Infertility is a condition experienced equally by men and women and can be treated successfully
with medical or surgical procedures, or a positive change of lifestyle. It might be that you need to
quit smoking to make your sperm healthier. Or that you dont understand when you are ovulating
and your timing is off. The causes of infertility are many, ranging from simple to complex. In
around 20 per cent of presented cases, the causes are unknown (VARTA).
Although for most students pregnancy
is not an option right now, it may be
something they desire in the future. This
activity requires students to consider that
fertility cannot be taken for granted, and
in some instances assisted reproductive
technology (ART) may be required to form
a family.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

291

Learning Sequence 4

To support student investigation of the different ways in which families can beformed.
To provide opportunities for students to demonstrate their understanding of fertility in both
men and women.
To facilitate substantive conversation regarding available methods of forming afamily.

AusVELS Levels 9 &10

AusVELS Levels 9 &10

Instructions
1 Ask students to imagine themselves in 1015 years time. Pose the following questions
(students should make mental notes of their answers rather than respond aloud):
Where do you hope to be?
What do you hope to be doing?
What sort of relationship do you hope to be in?
Will this relationship include children?

2 Explain that although we cant see into the future, there may come a time when they wish
to become a parent so its appropriate to learn about what might stand in the way of this.
We should not take risks with our sexual health and/or assume that everyone who wants to
become pregnant is able to.

3 Deliver the information from the worksheet Matters of fertility to help facilitate a class
conversation.

4 Divide the class into groups of three or four. Explain that the objective of the activity is to gain
an understanding of the different ways of forming a family by answering the questions that
accompany the scenario.

5 Hand out one scenario card and a set of the ART cards to each group. The ART cards are then
handed out within each group (students will have more than one). Allow time for the students
to read their cards and become familiar with the information. Ask students if they need
anything clarified. Now ask students to share their information with the rest of their group.

6 One of the students now reads out their groups scenario card. After listening to the scenario,
each member in the group determines whether or not their method of forming a family (as
outlined on their ART card/s) would work in this instance. They discuss why they think it
would work and then answer the questions on the scenario card, bearing in mind the age of
the person in the scenario and their general health:

What are the choices available? (Place the possible methods on the table for all to see.)
How would each work in this instance?
If there is more than one option, which do you consider better and why?
What might be some issues that arise in this scenario?
Is there any advice you would like to offer? If so, explain.

7 Ask each group to report back to the class. They will need to read out their scenario and then
present the various methods of forming a family available to this person or couple.

Wrap up
This is a summary of the information in the worksheet Matters of fertility that was used earlier in
the activity.
For teenagers and young adults, questions of fertility are mostly about avoiding pregnancy.
Having children is probably not on your radar now but research shows that almost everyone
wants to have children at some stage. Most of us take our fertility for granted and expect that the
fertility switch can be turned from the off to the on position when were ready, and that nine
months later well have a baby. For some it might be as easy as that but to give yourself the best
chance of having a baby when youre ready, here are some tips.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

292

Learning Sequence 4

One of the greatest risks to your future fertility is sexually transmissible infections (STIs). The
most common STIs are chlamydia and gonorrhoea. If they are not treated promptly, both of these
infections can cause permanent damage to your reproductive tract and jeopardise your chance of
having children in the future.

Dont leave it too late

Watch your weight

We all know that being overweight is bad for your health but most people dont know that body
weight also affects fertility and the chance of having a healthy baby. Being very underweight or
overweight can lead to hormonal imbalances that disrupt ovulation and reduce sperm quality,
which in turn decreases the likelihood of pregnancy occurring.

Quit smoking
Smoking causes harm to every part of the body, including the reproductive organs. Couples
where one or both partners smoke have much lower fertility than non-smoking couples.

Remember!
There are many ways of forming a family.

EXTENSION ACTIVITY >>

The objective of the extension activity is to devise a visual graphic that clearly shows the
possibilities for forming a family in a situation where conception by the most common
method that of sexual intercourse between a male and female is not possible. A diagram
is provided below for guidance but the visual graphic may be of any sort. The point is to have
clear information at a glance. Using the two sets of cards provided, students should identify the
options (treatments etc.) in the graphic and then locate the various scenarios at those options
available to them.
Ovulation
induction
Scenarios:
Scenarios:

Donor
insemination
Scenarios:
Scenarios:

Artificial
insemination
Scenarios:
Scenarios:

Catching On Later

Donor embryos
Scenarios:
Scenarios:

Donor eggs
Scenarios:
Scenarios:

AusVELS Levels 9 & 10 Sexuality Education Activities

Surrogacy
Scenarios:
Scenarios:

IVF
Scenarios:
Scenarios:

Adoption
Scenarios:
Scenarios:

293

Learning Sequence 4

As women and men get older their fertility and chance of having a healthy baby decreases.
Although most information about how age affects fertility focuses on the womans age, it is now
known that the mans age also matters. Basically, the rule is that the younger you are the more
fertile you are.

AusVELS Levels 9 &10

Protect your fertility

LEARNING SEQUENCE 4

Worksheet

Matters of fertility
AusVELS Levels 9 &10

Matters of fertility
WHAT IS INFERTILITY?
VARTA defines infertility as the failure
to conceive after 12 months of regular
unprotected intercourse, or the inability to
carry a pregnancy to live birth.

SOME FACTS ABOUT STIS

STIs dont discriminate anyone can get
them and there is no way of knowing who
is passing them on.
Stopping the spread of STIs is everyones
business, so if you have a STI make sure
you receive treatment before you have sex
with anyone.
Using condoms is the best way to avoid
getting STIs.
DONT LEAVE IT TOO LATE
As women and men get older their fertility and
chance of having a healthy baby decreases.
Although most information about how age
affects fertility focuses on the womans age, it
is now known that the mans age also matters.
Basically, the rule is that the younger you are
the more fertile you are. For women the falloff in fertility is only very slow up until the age
of 35. After that, fertility drops more rapidly
and by the age of 40 the chance of having a
healthy baby is pretty slim. Mens fertility starts
to decline a bit later, but by age 45 the chance
of a mans partner conceiving is lower than
when he is younger.
Some facts about fertility as age increases:
chance of falling pregnant decreases

Learning Sequence 4

HOW CAN I PROTECT MY FERTILITY?

One of the greatest risks to your future fertility
is sexually transmissible infections (STIs).
The most common STIs are chlamydia and
gonorrhoea. If they are not treated promptly,
both of these infections can cause permanent
damage to your reproductive tract and
jeopardise your chance of having children in
the future.

WATCH YOUR WEIGHT

We all know that being overweight is bad
for your health but most people dont know
that body weight also affects fertility and
the chance of having a healthy baby. Being
very underweight or overweight can lead to
hormonal imbalances that disrupt ovulation
and reduce sperm quality, which in turn
decreases the likelihood of pregnancy
occurring.
Some facts about obesity and fertility:
chance of falling pregnant decreases
risk of miscarriage increases
risks of pregnancy complications increase
risk of needing a Caesarean-section birth
increases
risk of the baby having health problems
when he or she is born, and later in life,
increases.
QUIT SMOKING
Smoking causes harm to every part of the
body, including the reproductive organs.
Couples where one or both partners smoke
have much lower fertility than non-smoking
couples and this is thought to be because the
many chemicals in cigarette smoke damage
eggs and sperm. Even passive smoking
reduces fertility so keep your distance! There
is some good news, too: within a year of
stopping, most of the negative effects of
smoking on fertility are reversed.
Some facts about smoking and fertility:
chance of falling pregnant decreases
women who smoke reach menopause
earlier than non-smoking women
babies of mothers who smoke have more
birth defects than babies of non-smoking
mothers
babies of mothers who smoke are at
greater risk of having health problems when
he or she is born and later in life.

risk of miscarriage increases

risks of pregnancy complications increase
risk of the baby having a chromosomal
abnormality increases.

(From materials prepared by VARTA.)

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

294

LEARNING SEQUENCE 4

Worksheet

Matters of fertility
AusVELS Levels 9 &10

TEN THINGS TO ASK YOURSELF BEFORE YOU HAVE A BABY

1 Why do you want to have a baby? Do you want to have a baby or is your partner,
parent or someone else pressuring you?
2 How will a child affect your relationship with your partner? Are you both ready to
become parents?

4 How will a baby affect your future educational or career plans?

5 Do you and your partner have religious or ethnic differences? Have you discussed how
you will handle these and how they might affect your child?
6 What will you do for childcare?
7 Are you prepared to parent a child who is sick or has special needs?
8 Are you ready to give up sleeping in on Sunday mornings? Are you prepared to find
childcare every time you want to go out without your baby?
9 Do you enjoy spending time with children? Can you see yourself as a parent?
10 What did you like about your childhood? What did you not like? What do you want for
your child?
These are tough questions and there are no correct answers. Only you can decide if you are
emotionally ready to have a baby.
(Adapted from North Carolina Department of Public Healths Are you ready? Sex and your future and
Florida Department of Healths Healthy Start Program.)

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

295

Learning Sequence 4

3 If you are not in a relationship, are you prepared to raise a child alone? Who will help
support you?

LEARNING SEQUENCE 4

Cards

Forming a family scenarios

AusVELS Levels 9 &10

Forming a family scenarios

SCENARIO 1

SCENARIO 2
Debbie had her uterus removed due to a
medical condition but is still able to produce
eggs. Her partner is fertile. Debbie is able to
create an embryo for use in IVF procedures.
Her sister is willing to be a surrogate.

SCENARIO 3
Catherines daughter, Chelsea, is eight
years old. She has a medical condition that
will cause her to be infertile in adulthood.
Catherine wants to do whatever she can
to give her daughter the best chance to
conceive a child when she is ready to start a
family. Chelsea could possibly use a donor
egg but Catherine believes that it would be
better to have a child with a genetic link to
her family.

Catching On Later

What are the choices available?

How would each work in this instance?
If there is more than one option, which
do you consider better and why?
What might be some issues that arise in
this scenario?
Is there any advice you would like to
offer? If so, explain?

Learning Sequence 4

Peter and Alexandra are in their mid-30s

and have been trying to have a baby for
over 12 months without success. While
tests have been performed, the cause of the
infertility problem is not apparent.

QUESTIONS

QUESTIONS
What are the choices available?
How would each work in this instance?
If there is more than one option, which
do you consider better and why?
What might be some issues that arise in
this scenario?
Is there any advice you would like to
offer? If so, explain?

QUESTIONS
What are the choices available?
How would each work in this instance?
If there is more than one option, which
do you consider better and why?
What might be some issues that arise in
this scenario?
Is there any advice you would like to
offer? If so, explain?

AusVELS Levels 9 & 10 Sexuality Education Activities

296

LEARNING SEQUENCE 4

Cards

Forming a family scenarios

SCENARIO 5
Sonya is 33 and has broken up with her
long-term boyfriend. She would like to
have children one day, but is worried about
meeting someone suitable before her fertility
starts to decline. She would like to ensure
that she has the best chance possible to
become pregnant when she is ready in five
to 10 years.

Catching On Later

QUESTIONS
What are the choices available?
How would each work in this instance?
If there is more than one option, which
do you consider better and why?
What might be some issues that arise in
this scenario?
Is there any advice you would like to
offer? If so, explain?

Learning Sequence 4

Tash and Emily are in their early 30s and

want to form a family. They want to take
it in turns to be a birth mother using the
samedonor.

AusVELS Levels 9 &10

SCENARIO 4

QUESTIONS
What are the choices available?
How would each work in this instance?
If there is more than one option, which
do you consider better and why?
What might be some issues that arise in
this scenario?
Is there any advice you would like to
offer? If so, explain?

AusVELS Levels 9 & 10 Sexuality Education Activities

297

LEARNING SEQUENCE 4

Cards

ART plus adoption

AusVELS Levels 9 &10

SIMPLE TECHNIQUE
Ovulation induction

Learning Sequence 4

Ovulation induction may be used by women who are not ovulating or are not ovulating
regularly, or who are producing only low levels of the hormones required to enable her to
conceive. Ovulation induction involves taking a hormone medication (oral tablet or injection)
which stimulates the production of follicle-stimulating hormone. This encourages the
development of one or more follicles. When the follicles are large enough, another hormone is
administered which releases the egg from the follicle. If the couple has intercourse around this
time, the chances of conception are greatly increased.

SIMPLE TECHNIQUE
Artificial insemination or intrauterine insemination
Artificial insemination is used to treat women who have normal and healthy fallopian tubes, but
for some reason cannot achieve conception. This may be because a man is not able to achieve
an erection. Artificial insemination might also be used when semen has been frozen because of
a male partners absence or before cancer treatment.
The process of artificial insemination involves insertion of a male partners semen through the
females cervix and into the uterus, at or near the time of ovulation. This procedure can be
performed during a natural menstrual cycle, or hormonal stimulation can be used if the woman
has irregular menstrual cycles.

DONOR TREATMENT
Donor insemination
Donor insemination using the sperm of a donor is utilised when:
a male partner does not produce sperm
a male partner does not produce normal sperm
there is a high risk of a man passing on a genetic disease or abnormality to a child.
Donor insemination may also be used as part of IVF for single women or women in same-sex
relationships. The process of donor insemination is the same as artificial insemination, but the
sperm used is that of a donor rather than the male partner within a relationship.

DONOR TREATMENT
Donor eggs
Treatment with donor eggs is possible if a woman cannot produce eggs or her eggs are of low
quality. This may occur due to age or premature ovarian failure (where the woman has stopped
producing eggs). Use of donor eggs may also be an option in cases of recurrent miscarriage,
or if there is a high risk of the woman passing on a genetic disease or abnormality to a child.
In these cases, the egg donor undergoes the initial steps of IVF to collect her eggs. When this
has been done, sperm from the male partner of the recipient woman, or donor sperm, will
be combined with the donor eggs. Two to five days later, when embryos are formed, embryo
transfer will be carried out and an embryo will be inserted into the womans uterus. Hormone
tablets must be taken in preparation for the embryo transfer, and for approximately 10 weeks
after the embryos have been transferred.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

298

LEARNING SEQUENCE 4

Cards

ART plus adoption

AusVELS Levels 9 &10

DONOR TREATMENT
Donor embryos

Learning Sequence 4

Treatment using donated embryos is also possible if a person or couple needs donor sperm
and donor eggs. Although rare, some couples choose to donate frozen embryos that they no
longer need (after IVF procedures, for example) for use by people undergoing IVF. The embryo
is transferred into a womans uterus in the few days after ovulation occurs.

ADVANCED TECHNIQUES
In-vitro fertilisation (IVF)
IVF is used in a range of circumstances to assist with conception but is often the sole means
of achieving pregnancy for women whose fallopian tubes are damaged or blocked due
to disease. If there is an obstruction between the egg and sperm, IVF is required to allow
fertilisation to occur.
In IVF, the womans eggs are collected, along with sperm from the male partner or donor.
The egg and sperm are left in a culture dish in a laboratory to allow the egg to be fertilised by
the sperm. This creates an embryo, which is then placed back into the womans uterus in a
procedure called embryo transfer.
Sometimes more than one embryo develops in the laboratory, and it is possible to freeze these
embryos for use in later transfer procedures.

SURROGACY
Surrogacy is a form of ART in which a woman (the surrogate mother) carries a child for
another person or couple with the intention of surrendering the child to that person or couple
immediately after birth.
Some things to consider:

The commissioning parent/s must meet the eligibility criteria for treatment.
The surrogates egg will not be used in the conception of the child.
The surrogate has previously carried a pregnancy and given birth to a live child.
The surrogate is at least 25 years of age.
All parties are prepared for the consequences if the arrangement does not proceed in
accordance with their intentions, including if the commissioning parent/s decide not to
accept the child once born and also if the surrogate refuses to relinquish the child to the
commissioning parent/s.

The surrogate cannot be paid to act as a surrogate. However, the surrogate can be reimbursed
for costs. All parties must complete a criminal records check and a child protection order
check prior to entering a surrogacy arrangement.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

299

LEARNING SEQUENCE 4

Cards

ART plus adoption

AusVELS Levels 9 &10

ADOPTION
Sometimes, for many different reasons, children need to be raised by a family other than the
one they were born into. This enables them to benefit from the commitment of parenthood.

Adopting a child in Victoria

Learning Sequence 4

About 20 or so babies are put forward for adoption in Victoria each year. Adoption in Victoria
is the legal process by which a child becomes a member of a new family. Making the decision
to give up a child is never easy, but sometimes situations arise where birth parents feel it is
impossible to raise their child. In these situations they voluntarily relinquish all their legal rights
and responsibilities in relation to their child, and an adoption order is made by the County
Court of Victoria.

Adopting a child from overseas

In Victoria, the Intercountry Adoption Service (ICAS) is responsible for the management of the
Intercountry Adoption Program. ICAS cannot assist with the adoption of children related by
birth or marriage. You may be eligible to sponsor the child under Orphan Relative provisions in
migration law.
(<http://www.dhs.vic.gov.au/for-individuals/children,-families-and-young-people/adoption-and-permanent-care>)

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

300

How safe is that?

LEARNING INTENTIONS

Preparation and materials

cards Sexual behaviours, one set per group (these are very similar to those in AusVELS
Levels 9 and 10, Learning sequence 2, activity 5, Sex what is it?)
Teacher notes from activity 1 of the current learning sequence Safer sex quiz

Introduction
In this activity students will be examining the idea of safer sexual practices. To do this, students
will look at a range of sexual practices that place people at risk of contracting a STI as well as
those that are safer. This also enables young people to start thinking about safety in terms of risk
behaviours rather than risk groups.
This activity is similar to AusVELS Levels 9 and 10, Learning sequence 2, activity 5, Sex what
is it? and provides another opportunity to look at safer sex practices. If students have not yet
participated in AusVELS Level 7 Teachers choice Learning sequence 2, activity 1, The sex in
sexuality, it would be good to do this before proceeding with the current activity.

Instructions
1 Use the Sexual behaviours cards included with this activity or the ones from AusVELS
Levels9 and 10, Learning sequence 2, activity 5, Sex what is it? (There are five extra cards
in the present set that will need to be added if you use cards from the earlier activity.)

2 Divide students into single-sex groups of about six students per group and give each group a
set of the prepared cards. Each group has to sort their cards into three piles: safer, unsafe
and unsure using the corresponding cards with these words.

3 Give students about 10 minutes to complete the task and provide an additional few minutes
for students to walk around and look at the piles sorted by the other groups.

4 As a class, go through each of the behaviours debating their relative safety. Discuss:
Was there a difference in female and male group responses? Why?
Can you think of any aspect of the unsafe sexual behaviours that is similar to all
behaviours in this category? What is a common factor amongst the safer behaviours?

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

301

Learning Sequence 4

To examine the safety of different sexual practices.

To provide an opportunity for students to test their knowledge of safer sexual practices and
facilitate substantive conversation in regards to this issue.

AusVELS Levels 9 &10

AusVELS Levels 9 &10

5 Read the following definition from <www.betterhealth.vic.gov.au>:

Learning Sequence 4

Safe sex is having sexual contact while minimising the risk that you will get a
sexually transmissible infection (STI). Sexual contact that doesnt involve the
exchange of semen, vaginal fluids or blood between partners is considered to be
safe sex. Unsafe sex may pass on STIs such as chlamydia, HIV or gonorrhoea, or
result in an unintended pregnancy. Safe sex is also called safer sex to highlight the
fact it is not a 100 per cent guarantee but it significantly reduces the risk of sexually
transmissible infections.

(Better Health Channel fact sheet)

Visit <http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Safe_sex?open>
to find more information regarding the following:
how to stay safe
condoms
safer sexual activities
low-risk sexual activities
high-risk or unsafe sexual activities
factors that increase the risk of unsafe sex.

6 Now ask students to move the Sexual behaviours cards that were in the unsure pile to
either the safer or unsafe piles, bearing in mind that they may still have questions about
these behaviours. Once any questions have been answered and re-sorting is complete,
students can arrange the Sexual behaviours cards on a continuum from least risk to greatest
risk using the corresponding cards with these words.

7 Finish the activity with each group developing their own definition of safer sex that is clear
and easy for students their age to understand.

8 If time permits, ask the students to develop their idea into an advertising slogan.

Wrap up
Remember that sex is a big deal. Tenderness, intimacy and pleasure are all part of this.
Sex should take place in the context of trust and the full consent of the people involved.
To wrap up, it would be good to review the Teacher notes on sexual consent from AusVELS Level 7,
Teachers choice, Learning sequence 2, activity 1, The sex in sexuality.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

302

LEARNING SEQUENCE 4

Cards

Sexual behaviours

A person gets sexual pleasure

from holding hands with
someone.

Partners use their mouths to

pleasure each others mouths.
Can also kiss anywhere on
partners body.

Body and/or genital

rubbing

Love letters

Rubbing genitals against a

partners body or genitals for
sexual pleasure.

A person gets sexual pleasure

from writing or receiving
love letters.

Anal intercourse

Cuddling

A man inserts his penis into his

male or female partners anus.

A person gets sexual pleasure

from cuddling their partner.

Oral sex (cunnilingus)

Vaginal intercourse

A person uses his or her tongue

to stimulate the female partners
genital area.

A male inserts his penis into

his female partners vagina.

Fantasy

Oral sex (fellatio)

Imagining things that are

sexually arousing.

A person uses his or her

mouth/tongue to stimulate their
partners penis.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

Learning Sequence 4

Kissing

AusVELS Levels 9 &10

Holding hands

303

LEARNING SEQUENCE 4

Cards

Sexual behaviours
AusVELS Levels 9 &10

Internet messages

A person inserts their finger(s)

into their partners vagina or anus.

Messages which are sexually

arousing but not abusive.

Massage

Masturbation

A person gets sexual pleasure

from being massaged.

Giving yourself sexual pleasure,

usually by touching or rubbing
your genitals. Can involve fantasy.

Nipple stimulation

Pornography
or sex toys

Licking, sucking or rubbing etc.

the nipples for sexual arousal.

Using images or toys for sexual

arousal and pleasure.

Phone sex

Text messages

Phone calls which are sexually

arousing but not abusive.

Messages which are sexually

arousing but not abusive.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

304

Learning Sequence 4

Digital stimulation

LEARNING SEQUENCE 4

Cards

Sexual behaviours

Behaviours
that are
unsafe

Least
risk

Learning Sequence 4

Behaviours
that are
safer

AusVELS Levels 9 &10

Behaviours
that we are
unsure of

Greatest
risk

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

305

AusVELS Levels 9 &10

10

Things are not always what they seem

LEARNING INTENTION

Learning Sequence 4

To provide an opportunity for students to explore and clarify their own beliefs and values
regarding common myths of sexual safety.

Preparation and materials

cards Statements about sexuality, one set for the class
equipment for viewing internet videos The Importance of Condoms
<http://vimeo.com/32160162> and Face Your Fears <http://vimeo.com/32214917>

Introduction
Research shows that one of the reasons young people do not practise safe sex in a consistent
way may be due to some common misconceptions about STIs, gender and relationships. This
activity is designed to dispel these myths by examining the logical consequences of a series
ofstatements.

Instructions
1 Divide the class into groups of three or four. Inform students they are going to be given a
statement relating to young people and sexuality.

2 Give each group a statement card or let them select one. Inform them that the task of the
group is to a) discuss how they feel about the statement, and b) decide whether or not they
think it is true, and why.

3 Have one person from each group report back to the class on their findings. If there are any
statements cards that were not used, discuss these now as a class.

4 When you have heard back from all the groups, inform students that these statements are
all myths and are partly responsible for young people sometimes engaging in unsafe sex
behaviours. Go through each of the statements explaining why it is incorrect. If necessary
use a website such as Better Health Channel <http://www.betterhealth.vic.gov.au/bhcv2/
bhcarticles.nsf/pages/Sexually_transmitted_diseases_symptoms_you_should_discuss_
with_your_doctor?open>.

Wrap up
Show the videos and explain that although they are American, the messages are transferable to
young people in Australia. After viewing the videos, talk about how each might look if the videos
had been made by young people in Australia. What would be your messages?

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

306

LEARNING SEQUENCE 4

Cards

Statements about sexuality

AusVELS Levels 9 &10

If you love someone,

they wont give you a STI.

It is the girls responsibility

to insist on using condoms.

You can tell by looking

at someone whether they
could have a STI.

Young people dont use

condoms to prevent
pregnancy but to prevent
themselves from getting
infections.

Young people never have

unintended sex if they have
been drinking.

It would be easy to
discuss using condoms
with a person during a
sexual encounter.

It would be easy to say

no to sex without a condom
if the other person was
putting pressure on you.

Learning Sequence 4

It is only necessary
to use condoms if you
have casual sex.

The main reason why

young people dont use
condoms is that condoms
are hard to get.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

307

Thinking about sexual safety

LEARNING INTENTIONS

Preparation and materials

copies of the worksheet Case studies of Melissa and Rafat, one per student
copies of the worksheet Thinking more deeply, one per student

Introduction
Sexual health and STI prevention is often seen as belonging to the medical realm and best
addressed through the dissemination of physical health-related information. Current research
indicates, however, that STI prevention messages particularly for young people cannot be
effective unless they take into account the social and cultural context in which sexual behaviour
takes place. It is these social and cultural pressures to behave, or be seen to behave, in particular
and prescribed ways, which have the most profound influence on the sexual beliefs and
behaviours of young people. Becoming aware of the personal, social and cultural nature of sexual
behaviour, and of the kinds of pressures that personally affect them, can help young people to
clarify their own values relating to sexual behaviour and make informed decisions about which
influences they choose to accept.

Instructions
1 In this activity, students will be asked to work alone.
2 Give each student a copy of the worksheet Case studies of
Melissa and Rafat to complete.

3 Now give them copies of Thinking more deeply to complete.

Wrap up
As a class, ask students if they have any insights
they would like to share about the scenarios.
Use the following questions as a guide.
Understanding the contexts of barriers is very
important, and can help with identifying strategies
to overcome them.
Are your observations different for Melissa and
Rafat? If so, can you suggest why?
Which things are similar?

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

308

Learning Sequence 4

To enable students to appreciate the impact of personal, social and cultural factors on their
capacity to manage their sexual health.
To understand how, and to what extent, these factors are gendered.
To begin to devise appropriate strategies to address these issues.

AusVELS Levels 9 &10

11

This activity could be used as an assessment task, checking students understanding

of sexual health in the context of their own socio-cultural environment. Have they
identified important implications in the scenarios and been able to meaningfully
describe them within personal, social and sexual contexts?

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

309

Learning Sequence 4

Teacher advice

AusVELS Levels 9 &10

Which context do you think has the most significant barriers to practising safer
consensual sex? Are the three contexts personal needs, social safety and sexual safety
interconnected?
Which context do you think young people value most in a sexual relationship? Is this how it
should be?
Which barriers could be removed by talking to a doctor or health care worker?
Which barriers could be removed by a good, frank conversation between Melissa and Rafat?
How would that conversation begin?
What strategies might be useful for addressing the barriers in any of the contexts?

WORKSHEET:
LEARNING SEQUENCE 4

Worksheet

Case studies of Melissa and Rafat

AusVELS Levels 9 &10

Melissa and Rafat

Read the following case studies.

Learning Sequence 4

MELISSA
Melissa is 16 and lives in a country town. At the moment
she has a big interest in starting a relationship with
Rafat but is unsure if he is interested. She has not had a
sexual relationship before but feels that if this one works
out, it could be serious. The idea of having a relationship thats intimate, pleasurable
and fun appeals to her. She has always promised herself that if she did have a sexual
relationship, she would make sure it was a safe one and that if she ended up having
intercourse she would ensure condoms are used. She would also like to be in contact
with a health service where she could get some advice about contraception as well
as STI prevention. She is thinking a lot about these issues at the moment and about
whether or not she will be able to keep her promises to herself.
Make a list of all the things you think could stop Melissa living up to her promises to
herself and having a safer sex relationship. Try to make the list as extensive as you can.
You will be placing them into contexts later.

RAFAT
Rafat is 18 and lives in the same country town as
Melissa. He is interested in a relationship with Melissa
and he gets the impression it could be about to happen.
He is committed to safer sex if sex is on the agenda,
but he does not know what Melissa thinks about any of it. He likes to act tough about
his personal life but knows deep down he is inexperienced and uncertain about how
he should manage this side of things... He would like to be able to talk it over with
someone. He has a good relationship with his parents but feels it is part of their culture
to think of him as a good boy and not a man with sexual feelings; he knows he could
never broach the subject with them. And so that leaves his mates. However they seem
to think that for sex to be good, it has to be like the porn on the net. He knows this
isnt what it would be like with Melissa so he is feeling really alone with histhoughts.
List the things that might get in the way of Rafat living up to his promises to himself to
have a safer sexual relationship. Try to make the list as extensive as you can. You will
be placing them into contexts later.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

310

Worksheet

LEARNING SEQUENCE 4

Thinking more deeply

Thinking about the lists of barriers you created beneath the scenarios, identify those that fit into the
below contexts.

PERSONAL NEEDS

MELISSA

RAFAT

SOCIAL SAFETY
List those things that relate to social safety for Melissa and Rafat (looking after your reputation and
ability to be socially accepted; whats real and whats not).
MELISSA

RAFAT

SEXUAL SAFETY
List those things that relate to sexual safety for Melissa and Rafat (looking after your physical health
from a sexual point of view).
MELISSA

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

RAFAT

311

Learning Sequence 4

List those things that relate to sexual desires for Melissa and Rafat (what each may desire in a sexual
relationship such as intimacy and pleasure).

AusVELS Levels 9 &10

Thinking more deeply

Did I really press send?

LEARNING INTENTIONS

Preparation and materials

cards Why you want to send the photo, enough sets to ensure each group has two to
threecards
copies of the worksheet Are you sure you want to continue?, one per group
equipment for showing internet videos Whats Next and Whats Next 2
<http://www.chnnyc.org/services/teen/more-than-just-sex-campaign/>

Introduction
Mobile phone pictures and the risks of sexting
Sexting or sending sext messages is when nude and/or sexual images are taken on a mobile
phone, tablet, web-cam or other device, often by young people and their friends. This is a crime
if the photo includes a person under the age of 18. Sexting is already leading to young people
being charged by police with child pornography offences.
Think carefully about the consequences of taking or sending pictures of your friends on your
mobile phone, or other device, or posting such images online, especially if they are not fully
dressed, and even if they agree. It may seem like harmless fun but be careful once you send
pictures electronically they can become part of your digital footprint and this lasts forever.
It could damage your future career prospects or relationships. (Victoria Legal Aid: <http://www.
legalaid.vic.gov.au/745.htm> )

Child pornography
You could be charged by the police with producing child pornography if:
you take a nude or semi-nude picture of a person
under 18, even if they are your friend and consent
(agree) to the picture being taken
you take photos or video of a person under 18 involved
(or looking like they are) in sexual activity or posing
in an indecent sexual manner.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

312

Learning Sequence 4

To investigate the impact of sending and receiving unfavourable or sexually explicit electronic
messages.
To facilitate conversation regarding the laws in Victoria on sexting and child pornography.

AusVELS Levels 9 &10

12

AusVELS Levels 9 &10

You could also be charged with possessing child pornography if you go onto the internet and
download pornography showing people under 18.
If you put a pornographic photo or video showing a person under 18 onto the internet or your
phone, print a photo, or email or text it to a friend, you could be charged with publishing or
transmitting child pornography. You could be charged even if you are the same age or younger
than the person in the picture or video.

OK, now you know what the law in Victoria is, but what else is there to consider before pressing
send

Instructions
1 Divide the class into groups of four to five.
2 Hand out two or three Why you want to send the photo cards and a copy of the worksheet
Are you sure you want to continue? to each group.

3 Ask the groups to read out one of the cards and then complete the worksheet, discussing
each of the questions and writing down their answers when they reach a consensus about
whether to send or delete the photo in the given scenario. They can include a message with
the photo if they think thats appropriate. There are blank scenarios at the bottom of the
worksheet if students would like to think up some situations of their own.

4 Repeat with the remaining cards, allowing a few minutes for students to read and discuss
each. It should not take long to complete this.

5 When everyone has finished, ask the groups to report back to the class the scenarios in which
they agreed to send the photo.

6 As a class, discuss why or why not photos might be sent in the various scenarios. You may
want to refer again to the introductory material for clarification.

Discussion questions
You are sent a photo that you know was not meant for you whats the ethical thing to do?
An unauthorised photo of you goes up on a social media site what do you do?
An unauthorised photo of someone you know goes up on a social media site what do
youdo?
Youre at a party and your friend has had too much to drink. One of the other kids is using
their phone to take photos of your friend to put on a social media site. What do you do?
You have taken a photo of your friend getting off with someone at a party. You think it will be
funny to post it on a social media site. What will you do?

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

313

Learning Sequence 4

People found guilty of sexual offences or child pornography are stopped from working (e.g. as a
teacher or sports coach) or volunteering with children.

Ask students to consider the following:

Some surveys in the United Sates have shown that around 40 per cent of teens and young adults
say they have had a sexually suggestive message (originally meant to be private and intended
for someone else) shown to them. (The National Campaign to Prevent Teen and Unplanned
Pregnancy: <http://www.thenationalcampaign.org/sextech/PDF/SexTech_Summary.pdf>.)

Once its out there, its out there. There is no getting it back.
Show the videos Whats Next and Whats Next 2
http://www.chnnyc.org/services/teen/more-than-just-sex-campaign/.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

314

Learning Sequence 4

Will knowing this make a difference to your own behaviour? How will you feel tomorrow if you
act now without considering the consequences?
How important or real are the consequences?
Could this affect your friendship with someone?

AusVELS Levels 9 &10

Wrap up

LEARNING SEQUENCE 4

Why you want to send the photo

Cancel

New message

Cancel

To:

Using your phone you take

a photo of yourself posing
seductively. You want to send
the photo because

Using your phone you take

a photo of yourself posing
seductively. You want to send
the photo because

you really want to share

something intimate with the
person who will receive the
photo.

youre really getting hassled

to do this from the person who
will receive the photo.

New message

New message

Cancel

To:

To:

Using your phone you take

a photo of yourself posing
seductively. You want to send
the photo because

Using your phone you take

a photo of yourself posing
seductively. You want to send
the photo because

you want to be noticed by the

person who will receive the
photo.

you have just been sent a

photo and feel you should send
one back.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

Learning Sequence 4

To:

Cancel

AusVELS Levels 9 &10

New message

Cards

315

LEARNING SEQUENCE 4

Why you want to send the photo

Cancel

New message

Cancel

To:

Using your phone you take

a photo of yourself posing
seductively. You want to send
the photo because

Using your phone you take

a photo of yourself posing
seductively. You want to send
the photo because

its just a joke thats between

friends.

its someone older and you

think that by sending it you will
seem more mature.

New message

New message

Cancel

To:

To:

Using your phone you take

a photo of yourself posing
seductively. You want to send
the photo because

Using your phone you take

a photo of yourself posing
seductively. You want to send
the photo because

you would like to spice up your

relationship.

you have had a bit to drink so it

seems like a daring, fun thing
to do.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

Learning Sequence 4

To:

Cancel

AusVELS Levels 9 &10

New message

Cards

316

LEARNING SEQUENCE 4

Why you want to send the photo

Cancel

New message

Cancel

To:

Using your phone you take

a photo of yourself posing
seductively. You want to send
the photo because

Using your phone you take

a photo of yourself posing
seductively. You want to send
the photo because

New message

New message

Cancel

To:

To:

Using your phone you take

a photo of yourself posing
seductively. You want to send
the photo because

Using your phone you take

a photo of yourself posing
seductively. You want to send
the photo because

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

Learning Sequence 4

To:

Cancel

AusVELS Levels 9 &10

New message

Cards

317

LEARNING SEQUENCE 4

Worksheet

Are you sure you want to continue?

Read out one of the scenarios on the cards then discuss the questions below as a group. Decide if
you would attach a photo, attach the photo with a message, or cancel the text message. Add your
reasons and comments.

QUESTIONS
Will it send the sort of message you want to send?? (For example, was it funny, were
you seen in a positive light?)
What if the phone is loaned to someone else?
What if the phone is lost, stolen or left lying around at home or at a friends place?
What if the relationship ends will it be deleted?
Will the photo be sent to anyone else?

SCENARIO 1
Tick your answer:

Why?/comments:

attach photo with a message

attach photo
cancel text message

SCENARIO 2
Tick your answer:

Why?/comments:

attach photo with a message

attach photo
cancel text message

SCENARIO 3
Tick your answer:

Why?/comments:

attach photo with a message

attach photo
cancel text message

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

318

Learning Sequence 4

Will the photo be shown to anyone else?

AusVELS Levels 9 &10

Are you sure you want to continue?

AusVELS Levels 9 &10

13

Nightclub dilemmas

LEARNING INTENTION

Learning Sequence 4

To facilitate conversation regarding the consequences of posing for sexually provocative

photos.

Preparation and materials

copies of the worksheet Fury as under-age girls used to sex-up nightclub, one per student
copies of the worksheet Dilemmas people involved and possible consequences, one
per group

Introduction
Young people sometimes take risks and often these risks are associated with the use of alcohol.
The posing for, taking of, and distribution of photos has become more of an issue for young
people in conjunction with electronic media. In this activity, students will consider the various
dilemmas involved in a story reported in The Age, 30 October 2011.

Instructions
1 Hand out copies of the worksheet Fury as under-age girls used to sex-up nightclub. Ask
students to read the worksheet and underline all the people involved in this scenario.

2 Divide the class into groups of four or five. Hand out the worksheet Dilemmas people
involved and possible consequences, one copy per group.

3 As a group, have students discuss the scenario and fill in the worksheet (there is no need to
include the sociologist or ethics expert).

4 Ask each group to report back to the class on who they named as being involved. They should
include at least: parents of the girls, the girls themselves, the school and principal, friends of
the Facebook page, the clubs promoter, and door staff at the club. If some groups omitted a
person or persons from their list, allow time for them to update their worksheet.

5 Using the following instructions, ask the groups to respond to the dilemmas in this situation
through role play. The role play should not take more than one to two minutes but it is
important to give students a minute or two to prepare.
Ask each group to act out for the class a very short scenario using the information from
their worksheet.
After 30-60 seconds, the director (one member of the group) should say cut, those in the
skit freeze, and then the director says take two.
The group then replays the scenario but altering the involvement of one of the persons to
result in a more positive outcome.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

319

Could this have happened to males, and, if so, how might it have been reported in the news?
Was there one particular person at fault? If so, who and why?
How might the use of alcohol influence this scenario?
What significant problem/s could arise for the students involved? Was this the intention of the
night out?

Wrap up
Posing for the camera, provocatively or not, is often part of a young persons online profile.
Sharing your profile electronically can at first appear to be a safe and fun thing to do, and keeping
up with family and friends through social media is fine. Maybe some questions to ponder before
posing for the camera or on Skype, or before pressing send or posting something online,
wouldbe:

Whats truly going to be private?

Whats almost always going to be public?
Whats probably best left to a face-to-face conversation?
Is there a difference in what you let your friends see and what you want your partner in a new
relationship or someone in your family, or your current employer to see?

Sharing photos should be a good fun way of keeping in touch with your friends and families.
But we all have a responsibility to those who share with us. A second article from a week later,
Promoter fired over girl photos, illustrates some of the consequences in this particular event.

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

320

Learning Sequence 4

If time permits, repeat the role play but this time change it so that it is boys going to the nightclub
and having their photos posted on a social media site.

AusVELS Levels 9 &10

Discussion questions

LEARNING SEQUENCE 4

Worksheet

Fury as under-age girls used to sex-up nightclub

AusVELS Levels 9 &10

FURY AS UNDER-AGE GIRLS USED TO SEX-UP NIGHTCLUB

Victoria University sociologist Dr Meagan
Tyler said the use of the students images reflected
the broader sexualisation of girls. This sounds like
its straight out of the Girls Gone Wild genre, where
young women are represented in a pornified way
that has become part of our popular culture,
shesaid.
But sexual ethics expert Nina Funnell said the
young women needed to accept some responsibility.
To say these girls are innocent victims ignores the
fact that many girls actually seek out and pose for
the party photographers specifically to have those
images uploaded, shesaid.
These girls are posing for the camera and the
pictures become part of their online identity. Kids
have been sneaking into clubs for decades. Whats
changed is that it can now be documented and be
made publicly available.
A spokeswoman for Responsible Alcohol
Victoria said the venue faced fines of up to $7300
if found guilty of serving alcohol to minors.

Learning Sequence 4

(Note: identifying names of those involved, including

the organisations, have been changed in the article.)

iStockphoto Photolyric

The parents of several students from a Melbourne

school are considering suing a prominent nightclub
for using provocative images of their daughters,
some just 16, to promote the venue.
More than 15 girls from Qwerty High were
photographed at Gloss Drop nightclub, which
is held at the King William Hotel every Saturday
night.
Up to 50 images of the students appeared on
the clubs Facebook page over the past month,
despite the girls being under 18 and not legally
permitted to enter the licensed premises. Several
photographs include young women kissing each
other or posing provocatively.
Victorias liquor authorities are investigating
the allegations, and several parents are considering
legal action against the venue and its promoter
after parents were notified by the school of their
daughters involvement.
Ted Carly, the schools principal said he
was deeply concerned by the exploitation of the
students on social media sites.
We deplore the manner in which young
women are commodified and sexualised in this
way, he said. As soon as the school was made
aware of the Facebook page, it took immediate
action by communicating its concerns to students
involved and their parents.
Ted Carly did not disclose whether any of the
students involved in the Gloss Drop matter would
face disciplinary action.
Max Sands, the clubs promoter, denied the
students images had been used as a promotional
tool, although several photographs were removed
from the site on Friday afternoon.
Max Sands said door staff at the nightclub
had not been aware the girls were under age. We
screen everyone at the door. Im not sure what the
situation is, but we do have a problem with fake
IDs, he said.
But one mother of a year 11 student accused
door staff of turning a blind eye.
They know that if they let pretty girls in,
then the boys will come and their places will be
successful, the mother said.

(Houston, C 2011, Fury as under-age girls used to sex-up nightclub, The Age, 30 October, p. 1.)

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

321

LEARNING SEQUENCE 4

Worksheet

Dilemmas people involved and possible consequences

AusVELS Levels 9 &10

Dilemmas people involved and possible consequences

Name of the
person involved

Their involvement
or reaction

Possible consequences

Learning Sequence 4

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

322

LEARNING SEQUENCE 4

Worksheet

Promoter fired over girl photos

AusVELS Levels 9 &10

PROMOTER FIRED OVER GIRL PHOTOS

The group met with current owner Gerard
Makeham on Friday afternoon, before a decision
was made to terminate Max Sands contract and
cancel Gloss Drop. Max Sands did not respond to
allegations that his promotion company deliberately
targeted under-age students, who are not legally
permitted to enter licensed premises or consume
alcohol.
Last week, Max Sands said he was unaware
that under-age students frequented the club or
appeared on its Facebook page.
But up to 50 images of young women, some
posing provocatively or kissing each other, were
removed from the site this week. And up to 100
students from a number of private schools are
Facebook friends with the clubs doorman.

Learning Sequence 4

(Note: identifying names of those involved, including

the organisations, have been changed in the article.)

iStockphoto Lise Gagne

A PROMINENT nightclub and music promoter

has been sacked by the owners of St Kildas King
William Hotel after provocative images of students
from at least 10 private schools were used to spruik
the venue on social media sites. Gloss Drops Max
Sands has also been linked to a mid-semester party
this year where under-age students were provided
with alcohol in a private function room. The
secret warehouse party was attended by students
from several schools, with photographs of the event
uploaded to Facebook.
Last week, The Sunday Age revealed that parents
of students from Qwerty High were considering
legal action against Max Sands and his promotion
company, after images of their daughters appeared
on the Gloss Drop Facebook page.
Ted Carly, principal, denounced the manner
in which young women are commodified and
sexualised in this way. Images of students from
other schools have also been uploaded to the site.
At least two schools have notified parents and taken
disciplinary action.
Victorias liquor authorities are investigating
the allegations, which could lead to fines of up to
$7300 and a review of the venues licence fees.
Concerns have also been raised about other
Melbourne clubs catering to under-age students
looking to party after exams.
A website promoting a function called Class
Dismissed held at CBD venue Roxanne Parlour
targets year 11 and 12 students for its Wednesday
night functions.
Melinda Tankard Reist, author of Getting Real:
Challenging the Sexualisation of Girls, accused the
clubs and their promoters of placing profit ahead
of student safety.
This is systematic and exploitative. These
clubs dont seem to care the girls are under-age and
are clearly using them for promotional purposes.
King William was sold last month to the
Melbourne Pub Group, which takes control of
the hotel next month.

(Houston, C 2011, Promoter fired over girl photos, The Age, 6 November, p. 1.)

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

323

AusVELS Levels 9 &10

14

Writing the rights positive approaches

to sexuality

LEARNING INTENTIONS

Learning Sequence 4

To explore ways of feeling positive about sexuality.

To develop literacy around sexual rights.
To help students generate and test principles around sexuality in order to make
and justify their decisions.

Preparation and materials

board for recording the rights from each group
Universal Declaration of Human Rights worksheet, one per group

Introduction
It is important that students finish the learning sequence feeling positive about sexuality or at
least understanding why it is often difficult to make choices about sexuality. For this final activity,
students need to reflect on the range of issues and information covered in the Catching On Later
activities they have participated in.
Part of this activity requires students to talk about an issue to try and convince others of its
importance. Depending on the experience of your students, you could teach them the voting
principles of meetings, such as putting a motion, speaking to the motion, and so on.
This activity could also be used as an assessment task.

Instructions
1 Divide the class into groups of three or four. Tell students they have been hired by the
Victorian government to provide advice on the development of a list of rights to help young
people feel positive about their sexuality. Each group must come up with one right for
inclusion and a justification of why it is important. Encourage students to think broadly about
issues of gaining information, discrimination, and sexual orientation, access to advice, using
community services, being provided with education, gender identity and so on.

2 Using the Universal Declaration of Human Rights worksheet as a kick starter, allow about
10minutes for the groups to discuss and develop the right of their choice, then have each
group present the right and justify it to the class. Write them up on the board.

3 When all groups have presented, ask students if they agree with the rights and if there are
any that need to be added or if some that are similar could be combined.

4 Now tell students that only five rights can be included in the charter. This means that the
groups will have to vote on which five to include. To ensure the best possible selection, people
must put forward their ideas and arguments about which rights should be included. In other
words, they must put forward a motion to be voted on. As in any meeting, they must ask for
someone to second the motion and then speak to it. Let other students speak for and against
the right, and then vote.
Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

324

AusVELS Levels 9 &10

5 Once the five rights have been established, each student must select one of the rights and
prepare a one-page report to the Victorian Minister for Health, outlining the importance of
including this particular right into Victorias Charter of Human Rights and Responsibilities,
and how it could be achieved.

Wrap up

WHO identifies 10 sexual rights the right of all persons, free of coercion, discrimination and
violence, to:
the highest attainable standard of sexual health, including access to sexual and reproductive
health care services
seek, receive and impart information related to sexuality
sexuality education
respect for bodily integrity
choose their partner
decide to be sexually active or not
consensual sexual relations
consensual marriage
decide whether or not, and when, to have children
pursue a satisfying, safe and pleasurable sexual life.
(From The World Health Organization, Sexual and reproductive health Gender and human rights:
<http://www.who.int/reproductivehealth/topics/gender_rights/sexual_health/en/>)

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

325

Learning Sequence 4

The World Health Organization (WHO) says Sexuality is a central aspect of being human
throughout life and encompasses sex, gender identities and roles, sexual orientation, eroticism,
pleasure, intimacy and reproduction. Learning about how to be sexually healthy is a basic human
right for all of us the world over. We learn important lessons at school, from our families and
loved ones, from reputable information sources, and from health professionals such as doctors.
There are many issues related to sex STIs, unwanted pregnancies, bullying, exploitation,
abuse etc. and we need to learn about these too, and about safe, respectful approaches to sex,
bearing in mind that sexuality itself is a positive, healthy thing and a fundamental ingredient
oflife.

LEARNING SEQUENCE 4

Worksheet

Universal Declaration of Human Rights

AusVELS Levels 9 &10

Universal Declaration of Human Rights

The United Nations Universal Declaration of Human Rights identifies many rights.
Here are some examples:
life, liberty and security of person

Learning Sequence 4

freedom from slavery and servitude

freedom from torture, or cruel, inhuman or degrading treatment or punishment
equality before the law
not being subjected to arbitrary arrest, detention or exile
freedom of movement and residence
nationality
freedom of thought, conscience and religion
peaceful assembly and association
work
health
education.
If you were to add a right specifically about sexuality, what would it be?

What arguments could you present to justify it?

Catching On Later

AusVELS Levels 9 & 10 Sexuality Education Activities

326

Appendices

APPENDIX

References

Allen, L 2009, Its not who they are, its what they are like: re-conceptualising
sexuality educations best educator debate, Sex Education, vol. 9, no.1, pp. 3349.
Alberta Health Services 2011, Sexual development: lesson 1, Alberta Health Services,
Calgary, viewed 13 June 2011, <http://www.teachingsexualhealth.ca/media/lessons/
7_SexualDevelopmentLess1.pdf>.
American Psychological Association 2002, Developing Adolescents: A reference for professionals,
American Psychological Association, Washington DC, viewed 2011, <www.apa.org/pi/families/
resources/develop.pdf> .
Arizona Department of Health Services (2011), Are you ready? Is parenting in your future?
(Adapted from North Carolina Department of Public Healths Are you ready? Sex and your future
and Florida Department of Healths Healthy Start Program.), Arizona Department of Health,
Arizona, viewed 8 November 2011, <http://www.azdhs.gov/phs/owch/pdf/everywoman/
Arizona%20Are%20You%20Ready%20Brochure.pdf>.
Australian Government 2010, Australias health 2010, Australian Institute of Health and Welfare,
Canberra, viewed 31 January 2012 <http://www.aihw.gov.au/WorkArea/DownloadAsset.
aspx?id=6442452962 >.
Bainbridge, D 2009, Teenagers: A natural history, Portobello Books, London.
Better Health Channel 2011, Contraception, State Government of Victoria, Melbourne, viewed
21January 2012, <http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/rf_sex?
open&cat=Sexual_health_-_Contraception>.
Bruess, C & Greenberg, J 2009, Sexuality education: Theory and practice, 5th edn, Jones and
Bartlett, Sudbury MA.
Carmody, M 2010, Beyond risky sex: sexual ethics and violence prevention education, in
S Saltmarsh, K Robinson & C Davies (eds), Rethinking School Violence, Palgrave Macmillan,
London.
The Clarity Collective 1990, Taught Not Caught: Self-esteem in sex education, Spiral Educational
Services, Melbourne.
Community Healthcare Network 2011, More than just sex, Community Healthcare Network,
New York City, viewed 27 January 2012, <http://www.chnnyc.org/services/teen/more-than-justsex-campaign/>.
Department of Education and Early Childhood Development (DEECD) 2012, The School Policy
and Advisory Guide, DEECD, Melbourne, viewed 2012, <http://www.education.vic.gov.au/
management/governance/spag/default.htm>.
DEECD 2000, Volatile solvents: A resource for schools, DEECD, Melbourne, viewed 2012,
<http://www.eduweb.vic.gov.au/edulibrary/public/stratman/Policy/schoolgov/druged/volatile_
solvents_guidelines.pdf>.
De Visser, R, Smith, A, Rissel, C, Richters, J & Grulich, A 2007, Sex in Australia: Experiences of
sexual coercion among a representative sample of adults, Australian and New Zealand Journal of
Public Health, vol 27, no. 2, pp. 198203.

Catching On Later

Appendices

328

Farlex, Inc. 2004, Sex-lexis, Farlex, Inc, Huntingdon Vly, PA, viewed 14 June 2011, <http://www.
sex-lexis.com/>.
Gadd, M, & Hinchliffe, J 2007, Jiwsi: A pick n mix of sex and relationships education activities,
Family Planning Association, London.
Houston, C 2011, Fury as under-age girls used to sex-up nightclub, The Age, 30 October, p.1.
Houston, C 2011, Promoter fired over girl photos, The Age, 6 November, p. 1.
International Sexuality and HIV Curriculum Working Group 2009, Its all one curriculum:
Guidelines and activities for a unified approach to sexuality, gender, HIV, and human rights,
Population Council, New York.
Liggins, S, Wille, A, Hawthorne, S & Rampton, L 1994, Affirming diversity: An educational resource
on gay, lesbian and bisexual orientations, New Zealand Family Planning Association, Auckland.
Mayo Clinic Staff (2011), STD symptoms: Common STDs and their symptoms, Mayo Foundation
for Medical Education and Research, Rochester, viewed 21 October 2011, <http://www.mayo
clinic.com/health/std-symptoms/ID00053>.
The National Campaign to Prevent Teen and Unplanned Pregnancy (2008), Sex and tech: Results
from a survey of teens and young adults, The National Campaign to Prevent Teen and Unplanned
Pregnancy, Washington DC, viewed 7 September 2011, <http://www.thenationalcampaign.org/
sextech/PDF/SexTech_Summary.pdf>.
Ollis, D & Mitchell, A 2001, Talking sexual health: A teaching and learning resource for secondary
schools, Commonwealth of Australia, Melbourne.
Penny, J 2007, What is the definition of sexual health?, EzineArticles, viewed 13 June 2011,
<http://ezinearticles.com/?What-Is-The-Definition-Of-Sexual-Health?&id=865645>.
Smith, A, Agius, P, Mitchell, A, Barrett, C, & Pitts, M 2009, Secondary students and sexual health
2008: Results of the 4th National Survey of Australian Secondary Students, HIV/AIDS and Sexual
Health, Monograph series No 70, Australian Research Centre in Sex, Health & Society, La Trobe
University, Melbourne.
Smith, A, Rissel, C, Richters, J, Grulich, A & De Visser, R 2003, Sex in Australia: Sexual identity,
sexual attraction and sexual experience among a representative sample of adults, Australian and
New Zealand Journal of Public Health, vol 27, no. 2, pp. 138-145.
UNESCO 2009, International Technical Guidance on Sexuality Education, Volumes I and II,
UNESCO, Paris.
University of California Berkeley Library (2007) Evaluating web pages: Techniques to apply
and questions to ask, University of California Berkeley Library, Berkeley, viewed 13 June 2011,
<http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html>.
Victoria Legal Aid (2011) Sex and the law, Victoria Legal Aid, Melbourne, viewed 21 October 2011,
<http://www.legalaid.vic.gov.au/745.htm>.
World Health Organisation (WHO) (2012) Sexual Health, WHO, Geneva, viewed August 2012,
<http://www.who.int/topics/sexual_health/en/>.

Catching On Later

Appendices

329

APPENDIX

Some key findings of the 4th National

Survey of Australian Secondary Students
Knowledge key findings
Smith et al. (2009, Chapter 4, p. 12)
HIV knowledge remains relatively high and
comparable to the levels found in 2002.
There has been a marked improvement in
student STI knowledge between the 2002
and 2008 studies. Despite this, in some
areas student STI knowledge remains
relatively poor.
Despite generally poor student knowledge
of chlamydia, knowledge of this infection
has nonetheless improved significantly
since 2002.
Hepatitis A, B and C knowledge remains
relatively poor, but there has been some
improvement in student knowledge
regarding hepatitis B and C.
HPV knowledge was measured for the
first time in 2008 and student knowledge
of this STI was very poor. In most cases,
more than half the sample reported
being unsure of correct answers to HPV
knowledge questions.
Cervical cancer knowledge was measured
for the first time in the 2008 study and
knowledge was generally poor.
There were no gender differences in
students HIV knowledge; however, young
women demonstrated better knowledge
generally in terms of STIs, HPV, cervical
cancer and hepatitis compared with
youngmen.

Catching On Later

Appendices

Sexual behaviour, beliefs and

perceptions key findings
Smith et al. (2009, Chapter 5, p. 25)
The majority of students have experienced
some form of sexual activity.
Over one quarter of Year 10 students and
just over half of Year 12 students had
experienced sexual intercourse.
The proportion of students who had
experienced sexual intercourse has
increased between the 2002 and 2008
surveys.
Student condom-use has remained stable
between the 2002 and 2008 surveys.
A considerable proportion of sexually
active students have sex with three or
more people in a year, and this proportion
had increased significantly in 2008.
For young women, experience of unwanted
sex has increased significantly between
the 2002 and 2008 surveys.
Almost one in 10 students surveyed
reported their most recent sexual
encounter was with someone of the same
sex. For young men, the likelihood of
having a same-sex encounter at the most
recent sexual experience had increased
since 2002.
Most students report positive feelings after
having sex; however, for young women
there is some evidence of a decline in more
positive feelings between the 2002 and
2008 surveys.
Between 2002 and 2008, there has been
an increase in student confidence with
respect to talking with their parents about
sex and sexual health-related matters.
Fewer students in the 2008 survey
reported using no contraception the last
time they had sex. Use of the birth control
pill and morning after pill increased
between 2002 and 2008.
330