UNIT: RELATIONSHIPS AND SEX EDUCATION – GENDER
YEAR LEVEL: 8,9, 10
TERM/YEAR: TERM 3, 2023
LENGTH: 10 WEEKS
Unit Overview: Students learn information, skills and discuss issues about healthy relationships, consent, sexual health, practices for safer sex, communication for
healthy relationships, sexuality, attraction, and the reproductive organs and systems.
Relevant achievement standards:
ENGLISH YEAR 8 LEVEL
By the end of Year 8, students interact with others,
and listen to and create spoken and/or multimodal
texts including literary texts. With different purposes
and for audiences, they discuss, express and elaborate
on ideas with supporting evidence. They select and
vary text structures to organise, develop and link
ideas. They select and vary language features including
literary devices, and/or multimodal features and
features of voice.
They read, view and comprehend a range of texts
created to inform, influence and/or engage audiences.
They explain how ideas are represented and how texts
reflect or challenge contexts. They explain the
aesthetic qualities of texts. They explain how text
structures shape meaning. They explain the effects of
language features including intertextual references
and literary devices, and visual features.
ENGLISH Year 9 Level
By the end of Year 9, students interact with others,
and listen to and create spoken and multimodal texts
including literary texts. With a range of purposes and
for audiences, they discuss and expand on ideas,
shaping meaning and providing substantiation. They
select and experiment with text structures to organise
and develop ideas. They select and experiment with
language features including literary devices, and
experiment with multimodal features and features of
voice.
They read, view and comprehend a range of texts
created to inform, influence and/or engage audiences.
They analyse representations of people, places, events
and concepts, and how texts respond to contexts.
They analyse the aesthetic qualities of texts. They
analyse the effects of text structures, and language
features including literary devices, intertextual
references, and multimodal features.
ENGLISH 10 Level
By the end of Year 10, students interact with others,
and listen to and create spoken and multimodal texts
including literary texts. With a range of purposes and
for audiences, they discuss ideas and responses to
representations, making connections and providing
substantiation. They select and experiment with text
structures to organise and develop ideas. They select,
vary and experiment with language features including
rhetorical and literary devices, and experiment with
multimodal features and features of voice.
They read, view and comprehend a range of texts
created to inform, influence and engage audiences.
They analyse and evaluate representations of people,
places, events and concepts, and how interpretations
of these may be influenced by readers and viewers.
They analyse the effects of text structures, and
language features including literary devices,
intertextual connections, and multimodal features,
and their contribution to the aesthetic qualities of
texts.
They create written and/or multimodal texts, including
literary texts for different purposes and audiences,
expressing and advancing ideas with supporting
evidence. They select and vary text structures to
organise, develop and link ideas. They select and vary
language features including literary devices, and/or
multimodal features.
They create written and multimodal texts, including
literary texts, for a range of purposes and audiences,
expressing and expanding ideas, shaping meaning and
providing substantiation. They select and experiment
with text structures to organise, develop and link
ideas. They select and experiment with language
features including literary devices, and experiment
with multimodal features.
ENGLISH CONTENT DESCRIPTORS: Grade 8
1. investigate how visual texts use intertextual
references to enhance and layer meaning
AC9E8LA07
2. understand and use punctuation conventions
including semicolons and dashes to extend ideas
and support meaning AC9E8LA09
3. identify intertextual references in literary texts and
explain how the references enable new
understanding of the aesthetic quality of the text
AC9E8LE04
4. identify how texts reflect contexts AC9E8LY01
5. use interaction skills for identified purposes and
situations, including when supporting or
challenging the stated or implied meanings of
spoken texts in presentations or discussion
AC9E8LY02
6. use comprehension strategies such as visualising,
predicting, connecting, summarising, monitoring,
questioning and inferring to interpret and evaluate
ideas in texts AC9E8LY05
ENGLISH CONTENT DESCRIPTORS: Grade 9
1. analyse how symbols in still and moving images
augment meaning AC9E9LA07
2. understand punctuation conventions for
referencing and citing others for formal and
informal purposes AC9E9LA09
3. analyse texts and evaluate the aesthetic qualities
and appeal of an author’s literary style AC9E9LE04
4. analyse how representations of people, places,
events and concepts reflect contexts AC9E9LY01
5. listen to spoken texts that have different purposes
and audiences, analysing how language features
position listeners to respond in particular ways, and
use interacting skills to present and discuss
opinions regarding these texts AC9E9LY02
6. use comprehension strategies such as visualising,
predicting, connecting, summarising, monitoring,
questioning and inferring to compare and contrast
ideas and opinions in and between texts
AC9E9LY05
7. understand how spelling is used in texts for
particular effects; for example, characterisation,
They create written and multimodal texts, including
literary texts, for a range of purposes and audiences,
expressing ideas and representations, making
connections and providing substantiation. They select
and experiment with text structures to organise,
develop and link ideas and representations. They
select, vary and experiment with language features
including literary devices, and experiment with
multimodal features.
ENGLISH CONTENT DESCRIPTORS: Grade 10
1. evaluate the features of still and moving
images, and the effects of those choices on
representations AC9E10LA07
2. understand how authors use and experiment
with punctuation AC9E10LA09
3. analyse how text structure, language features,
literary devices and intertextual connections
shape interpretations of texts AC9E10LE05
4. analyse and evaluate how people, places,
events and concepts are represented in texts
and reflect contexts AC9E10LY01
5. listen to spoken texts and explain the
purposes and effects of text structures and
language features, and use interaction skills to
discuss and present an opinion about these
texts AC9E10LY02
6. integrate comprehension strategies such as
visualising, predicting, connecting,
summarising, monitoring, questioning and
inferring to analyse and interpret complex and
abstract ideas AC9E10LY05
7. apply learnt knowledge to spell accurately and to
learn new words AC9E8LY08
humour and to represent accents and distinctive
speech AC9E9LY08
7. use knowledge of the spelling system to spell
words and to manipulate standard spelling for
particular effects AC9E10LY08
Achievement standard: Health and Physical Education, Years 7 and 8
Achievement standard: Years 9 and 10
Achievement standard: Health and Physical Education, Years 7 and 8 , collapse
Achievement standard: Years 9 and 10, collapse this section
this section
By the end of Year 10, students propose and evaluate personal strategies to manage
By the end of Year 8, students analyse factors that influence identities, emotions
their identities, emotions and responses to change. They evaluate how attitudes and
and responses to change, and describe strategies to respond to these influences.
beliefs about equality, respect, diversity and inclusion influence the nature and
They analyse how stereotypes, respect, empathy and valuing diversity influence
quality of relationships. Students propose and justify strategies to manage online and
relationships. Students analyse the effectiveness of assertive communication
offline situations where their own or others’ health, safety, relationships or wellbeing
strategies, protective behaviours and help-seeking strategies applied online and
may be at risk. They synthesise health information from credible sources to propose
offline. They analyse health information and messages to propose strategies that
and justify strategies to enhance their own and others’ health, safety, relationships
enhance their own and others’ health, safety, relationships and wellbeing.
and wellbeing. Students evaluate and refine their own and others’ movement skills
Students apply and transfer movement skills and movement concepts across a
and performances, and apply movement concepts in challenging or unfamiliar
range of situations. They implement and evaluate the effectiveness of movement
situations. They adapt and transfer movement strategies to unfamiliar situations to
strategies on movement outcomes. Students propose and evaluate strategies
achieve successful outcomes. Students propose and evaluate community-based
designed to achieve personal health, fitness and wellbeing outcomes. They
physical activity interventions designed to improve the health, fitness and wellbeing
select, use and refine strategies to support inclusion, fair play and collaboration
of themselves and others. They apply and evaluate leadership approaches,
across a range of movement contexts.
collaboration strategies and ethical behaviours across a range of movement contexts.
Relevant content descriptions (with their codes):
HEALTH
HEALTH
7-8
9-10
1. Examine the roles of respect, empathy, power and coercion in developing
1. evaluate the influence of respect, empathy, power and coercion on
respectful relationships AC9HP8P04
establishing and maintaining respectful relationships AC9HP10P04
2. Explain and apply skills and strategies to communicate assertively and
2. examine how strategies, such as communicating choices, seeking, giving
respectfully when seeking, giving or denying consent AC9HP8P07
and denying consent, and expressing opinions and needs can support the
3. Refine protective behaviours and evaluate community resources to seek
development of respectful relationships, including sexual relationships
help for themselves and others AC9HP8P08
AC9HP10P07
4. plan and implement strategies, using health resources, to enhance their
3. plan, rehearse and evaluate strategies for managing situations where their
own and others’ health, safety, relationships and wellbeing AC9HP8P10
own or others’ health, safety or wellbeing may be at risk AC9HP10P08
4. plan, justify and critique strategies to enhance their own and others’
health, safety, relationships and wellbeing AC9HP10P10
Cross Curricula Priorities
☐ Sustainability ☐ Aboriginal and Torres Strait Islander Histories and Cultures ☐ Asia and Australia’s engagement with Asia
Assessment
Formative assessment:
1. Students interact and engage in group discussions in class
2. Students complete in-class reflections in workbook.
Summative assessment:
4. Written reflection, informative writing, answering “What responsibilities come with having sex?”
What evidence will be gathered and WHEN will this occur?
1. Barbie Movie Reflective Analysis Worksheet – Week 4
2. Individual reflection in workbook – each week
3. Text analysis worksheets – Week 5, 6
Adjustments for relevant students
Differentiation for students with a disability and / or learning difficulties:
Some students in the class require adjustments to the teaching and learning program to support them to access and participate in learning on the same basis as their
peers. The table below provides an overview of the adjustments provided across all or most activities in this unit. This information is drawn from the student ILP and
teacher professional judgement. Specific and individualised adjustments required by students are listed alongside the teaching and learning activities.
STUDENT
IMPACT OF DISABILITY
INSTRUCTIONAL ADJUSTMENTS
ENVIRONMENTAL ADJUSTMENTS
Sequence of learning
Week/lesson Sequence of learning experiences / activities / teaching points
Usually provided on a weekly basis – does not have to be very detailed – could be tied to the school’s particular
pedagogical approach.
LESSON 1
LESSON 2
EXPLORE PERSONAL ATTRACTION
1. Create guidelines for how to be respectful and safe for Sex Ed and Relationships lessons
2. Icebreaker – choose 3 objects from many brought in by teacher. Write why
like/properties
3. Share and discuss
4. Write qualities like in each kind of relationships
5. Discuss what is prejudice
EXPLORE GENDER STEREOTYPES AND EXPECTATIONS
Curriculum
adjustments and
differentiation
strategies
Resources
Individual students
identified and the specific
adjustments that are
being made for them
each week.
What resources will you need and
use during the learning experience
and activities?
1. On large butcher’s paper, outline of “female” and “male” stdts brainstorm and record all
expectations for each gender stereotype.
2. Brainstorm and record where these ideas come from
3. Brainstorm and discuss – what are the impacts of these gender stereotype expectations
on
a) The individual
b) The community
4. Stdts reflect and record in their own workbooks.
3
Relationships
CONSENT
1.Discuss what is consent
2.Watch cup of tea video/consent: https://youtu.be/pZwvrxVavnQ
3.ACTIVITY - standing oppositive partner in line, take turns to be leader. How close can that person come to you. Then
do activity both being able to communicate consent.
4.Show consent poster – put in booklets
5.Discuss + legal rules in QLD.
Also: Sex & Dating | Legal Support in Queensland | Youth Law Australia (yla.org.au)
4
5
SEXUAL HEALTH – STI’s and Safer Sex
Decision-Making, Reasons for Sex and
6
Practical: How to Put on an external condom
Anatomy of sexual organs and reproductive organs
Female reproductive system: Reproductive System, Part 1 - Female Reproductive System: Crash
Course Anatomy & Physiology #40 - YouTube
Male reproductive system:
Reproductive System, Part 2 - Male Reproductive System: Crash Course Anatomy & Physiology
#41 - YouTube
Reproductive system: (Warning Hetero Normative!!)
Reproductive System, Part 3 - Sex & Fertilization: Crash Course Anatomy & Physiology #42 YouTube
7
Respectful Relationships
Building a respectful relationship (Adapted from Building respectful relationships Stepping out
against gender-based violence DET Victoria)
Review the characteristics and features of respectful relationships from the previous activity.
Students work in groups of four with a set of the Building respectful relationships activity
cards. Groups discuss each characteristic and feature first.
As a group. They work together to place the cards in order from most important in a
relationship to least important in a relationship.
Invite each group to share their top five with the rest of the class to see if there is a consensus.
As a class, discuss how each ‘brick’ plays a part in holding the wall up. Liken this to friendships/
relationships.
Take away one of the least important qualities – what difference could this make to the friendship/
relationship?
Take away one of the most important qualities – what difference could this make to the friendship/
relationship?
What would happen to the wall if:
a partner cheated
a friend/partner lied
a friend/partner gossiped
a friend/partner put you down on social media
a friend/partner posted an unwanted video of you in your underwear online
a friend/partner supported you
a friend/partner helped in a difficult situation
a partner never broke their promises.
In their groups, students create a checklist including the eight most important characteristics of a
respectful relationship. For each item in the checklist, students record what they would see, feel, or hear
as evidence of that characteristic.
As a class, discuss.
Do you think it is important for people in different types of relationships to value similar qualities
and characteristics?
Could there be issues if they don’t value similar qualities and characteristics?
What could someone do if they feel the “wall” in their relationship isn’t as strong as it could be?
9
Reflections
Consent - continueed
Consent – continued
Reflect – “What responsibilities and considerations come with having sex?” - WRITTEN