Resources Portfolio An Analysis of the Resources Available for the Teaching of Sex Education Part 1 of 2 Group B Aardvarks Ambili Abraham Asma Begum Camilla West Celyn Birkinshaw Sapna Shrestha Kanu Index Introduction………………………………………………………… 3-4 Textbook Resources………………………………………………… 5-7 Video Resources …………………………………………………… 8-10 ICT Resources…………….………………………………………. 11-13 Practical/ Model Resources.……………………………………… 14-15 Worksheet Resources……………………………………………... 16-18 Appendix 1 - Email exchanges between contributors……………19-23 Appendix 2 – Textbook Resource Details…………………...……24-27 Appendix 3 – Video Resource Details………………………….... 28-29 Appendix 4 – ICT Resource Details…………………………….. 30-33 Appendix 5 – Practical/Model Resource Details………………... 34-40 Appendix 6 – Worksheet Resource Details……………………… 41-58 2 Introduction This portfolio consists of an analysis of the resources available for Sex Education. A wide range of resources were investigated. Five categories of resources were identified and allocated to the following people: Ambili Abraham Asma Begum Camilla West Celyn Birkinshaw Sapna Shrestha Kanu - Textbooks Videos ICT Practicals/Models Worksheets In addition to assessing the advantages and disadvantages of each resource, this study also focused on whether the resources re-enforced equality. To address this question, the group agreed to systematically evaluate the resources based on the following equalities: Beliefs Race Sexuality Gender The group selected Camilla West as the coordinator. We held several meetings to initially discuss what resources that we had found, how we would perform the analysis, and finally to discuss our findings. We found that regular weekly meetings helped us keep each other informed on each individual’s progress and ensured that we were all on the right track. Camilla completed her draft first and following a group discussion over its structure, it was distributed to others so they could structure their work in a similar manner to ensure consistency in our approach. Over the course of the meetings, the group discovered that resources vary widely in their depth and breadth. We found that many resources would be good to be used in combination with each other, rather than used in isolation. Some resources, such as the worksheets, showed limited one dimensional views of the world focused on one belief system and/or one race. Very few addressed equality issues, especially the older resources. Homosexuality was rarely mentioned and gender differences were also often not addressed. All the resources had limitations. For example, the practicals/models demonstration requires additional planning of detailed teacher commentary, which could be tailored to meet with the student needs, whereas others such as the Likeitis ICT resource could be used by students unaided by teachers. Indeed it is perhaps more important that those resources used by students alone are analysed more carefully before use. Fortunately, we found the Likeitis has been developed quite carefully and all equality issues we had identified were addressed in some capacity. We found the informal slang and highlighted issues and myths that students would commonly encounter would really help students identify with the information. The order in which the resources are to be used, must be considered, for example the video series reviewed 3 assumed prior knowledge of the students about sex. We discovered that resources, such as textbooks, can often focus only on the biological facts, so it is important to seek others, within or in another genre that will also include additional social relationship elements. Resources should be used with care and caution as they may inadvertently promote views which are not in keeping with a schools core values and/or respect pupils’ personal beliefs. Certain resources also may be misleading, inaccurate or biased, such as the worksheets questionable opinions on contraception. The lack of diversity and equality highlighted in many of the resources also should be noted when they are being selected and used, to ensure students receive a balanced view of the world. With such an important subject matter it is particularly important to show students resources with images and an ethos that they can identify with, so they can realise that the advice is pertinent to them and their situation. Indeed sex education at school may be the only time that students receive informed accurate advice. Sex education can help children make informed decisions and help avoid unintended, often life-changing consequences. Over the course of this study, we have all realised that sex education is not just an academic requirement, but a life skill acquisition and as a result can have a huge social impact by reducing peer pressured sex, unwanted pregnancies and STD transmission. 4 Textbook Resources Two textbooks were reviewed: 1) Let’s talk about sex 2) How sex works 1) Let’s talk about sex The book “Let’s talk about sex” talks about growing up, puberty, sex and sexual health with the aid of illustrations and ‘witty’ yet accurate cartoons making it very easy to read and follow. It covers almost all the essential aspects of sex education and is highly successful in reducing anxieties surrounding the topic. However the book does not contain any form of activities/questions at the end of each section which could be used to assess learning when using this as a sex education resource. How does is reinforce equality in terms of beliefs, race, sexuality, gender? Beliefs The book is not very successful in promoting equality in terms of religious beliefs/faith. For instance, the section on ‘masturbation’ in the chapter “Perfectly normal” states that ‘some people’ think masturbation is wrong/harmful and that some religions call it a ‘sin’. However it doesn’t really explain why they might think it is wrong. This is then followed by statements which reinforce the fact that ‘masturbation cannot harm you’, it is perfectly normal and defines it as ‘playing with yourself’. Race The book uses cartoon illustrations of babies, boys, girls, men and women with different skin and hair colour throughout the book addressing the different racial and ethnic diversity in our society. Sexuality This resource is highly successful in reinforcing equality in terms of sexuality and reducing the anxieties that surround it. A whole chapter in the book is dedicated to sexuality under the section “what is sex?”. The chapter titled ‘straight and gay’ starts off by defining the terms ‘straight/heterosexual’, ‘gay/homosexual’ and ‘bisexual’ in simple terms. It presents homosexuality in a positive shade using examples from history, e.g. ‘The Ancient Greeks’ who thought that love between two men was the highest form of love. It also briefly touches on the facts that decide a person’s sexuality, i.e. a person’s biological make up and experiences during childhood. It also highlights the fact that certain cultures and people may disapprove of homosexuals and discusses the reasons behind this. Finally the chapter concludes by stating that 5 being hetero/homo/bisexual doesn’t make one different from others and directs the reader to possible sources to seek advice. Gender Both genders have been equally addressed by this resource. The section on ‘Our Bodies’ has specific chapters addressing both genders. Similarly, section on ‘puberty’ also equally addresses both genders through chapters such as ‘The travels of the egg’ and ‘The travels of the sperm’. With regard to the other sections in the books, each chapter has been written addressing both genders and their feelings. 2) How sex works The book ‘How sex works’ is a detailed factual guide on growing up, starting relationships and becoming sexually mature. It is very well illustrated and uses photographs and images (e.g. the male and female reproductive system) which are realistic and are suitable to incorporate in lessons. The question and answer section at the end of each chapter is an excellent aid for teachers as it prepares them to answer the possible questions that pupils might have regarding the topic. However, this resource does not provide any questions/activities which could be used to assess learning after each section. How does is reinforce equality in terms of beliefs, race, sexuality, gender? Beliefs This resource is highly unsuccessful in promoting equality in terms of different religious beliefs. It doesn’t address any religious point of views in any of the sections. However in the ‘relationships and emotions’ section, readers are encouraged to uphold their views on sex outside marriage if they have any strong cultural, religious and personal views. Race The book is not quite successful in reinforcing equality in terms of race. Illustrations and photographs used in the book do not equally represent different racial/ethnic groups in our society. Sexuality The book dedicates a chapter on sexuality under the ‘Relationships and emotions’ section and is quite successful in reinforcing equality. This chapter is successful in reducing anxiety among young people as it talks about various aspects including expressing sexuality, what causes these feelings, coming to terms with homosexuality and telling parents. It also highlights the prejudice against homosexuals in the society and how it can make one feel isolated. However it does provide the reader with support on how to deal with such situations and directs them to support groups and advice lines for further support. Gender This resource is successful in reinforcing equality in terms of gender to a certain extent. The section on ‘understanding your body’ dedicates separate chapters to both 6 genders. However, only three chapters are devoted to males in comparison to the five chapters which are devoted to females. Both genders are equally addressed in other sections including ‘What happens during sex’. Conclusion The book “Let’s talk about sex” is almost successful in reinforcing equality in terms of sexuality, gender and race. However it fails to reinforce equality in terms of beliefs to a certain extent. The use of simplified terminology and the presentation of each topic with cartoon illustrations make it a good resource which can be used to reduce anxiety among students surrounding the topic and can be used by both teens/preteens as an independent reading resource. The second book, “How sex works”, fails to reinforce equality in terms of beliefs and race. Secondly, it contains much detailed factual information which makes it suitable to be used in only secondary schools. However, the subject matter presented is highly accurate. It is much more successful in providing support to students especially on dealing with peer pressure, starting a relationship and making decisions when compared to the first book. This is a good resource which can be improved if both race and beliefs are equally addressed. In conclusion, both textbooks are excellent PSHE/sex education resources as they do cover varied aspects of sex education. However, assessment for learning in the form of questions/activities needs to be incorporated before they can be used as resources. 7 Video Resources In this section, the following video resources were reviewed: BBC Teenagers and Sex Part1 http://www.bbc.co.uk/learningzone/clips/teenagers-and-sex-pt-1-4/3692.html Part 2 http://www.bbc.co.uk/learningzone/clips/teenagers-and-sex-pt-2-4/3694.html Part 3 http://www.bbc.co.uk/learningzone/clips/teenagers-and-sex-pt-3-4/3695.html Part 4 http://www.bbc.co.uk/learningzone/clips/teenagers-and-sex-pt-4-4/3696.html Last accessed on 09/11/2013 Summary The video resource is a four part series created by the BBC, which follows a group of girls and a group of boys. Each episode has a specific focus and introduces different aspects of sex education; such as contraception, sexually transmitted diseases, pregnancy etc. Each video is roughly 3-4 minutes long and is intended for classroom use. Each video also comes with recommended ideas the teacher using the resource can use to discuss in the classroom. Accompanying the videos is a brief introductory paragraph about the clip and some important key words. Advantages The first clip opens with a group of girls discussing what boys they find attractive. The atmosphere created is a relaxed one where the girls seem to be enjoying a drink at a shop. This is relatable to the children as conversations they might have about boys or sex will take place outside of school when they are in their own friendship groups. This clip addresses misconceptions the girls might have such as the presence of pubic hair is to keep the vagina “warm”. This is done throughout the clip, as voices are played to represent what the characters are thinking at that very point. This may include questions, feelings and general opinions. This might help students feel more comfortable as it may be similar to the questions they are also thinking. There are four different characters within each group, each with very different personalities. Some who are boastful about having sex, others who like to keep it private and a shy character who feels conscious being the only one who has not been very sexually active. This is advantageous as it represents a wide range of personalities that may be present in the classroom. The second clip focuses on talking about contraception to prevent unwanted pregnancies and transmission of sexual diseases. The boys and girls ask questions to the teacher and the teacher praises the student for a “good question” which results in more information being given to the students, and addressing any misconceptions students may have had, or simply answered a question other students were embarrassed of asking. Teacher introduces an anonymous question box to address this issue, this could also be used in the classroom to aid the teacher when he/she might not have time to answer everybody’s questions. The four clips each focus on different aspects of sex education. Clip three starts to focus more on intercourse. The last clip shows the two characters who had sex in the previous clip discuss what happened with their friends and the possibility of pregnancy. Questions were asked such as – “Did she/he enjoy it?”, “Did you use a condom?” Having clips which focus on 8 different issues allows a broader content to be covered. The clips are all filmed in different locations. This feature is good as sex education conversations and situations can arise anywhere, it is more realistic and more relatable to the students in the locations used by the clips. Another advantage of this video series is that it follows through with the same set of characters; it almost tells a story or journey that the characters go through as they discover more about sex. The language used is casual slang, which may be more easily understood by school children. Disadvantages In the four videos there are no actual facts or information directly being given to the students, as the whole series is based on a group of teenagers addressing issues they already have ideas or misconceptions through role play. This would not be a good resource to use when first introducing sex education as all the characters have prior knowledge, such as they know what an STI is, they know what the clitoris is. These are quite specific, and students will not be familiar with some terms when watching the clips if they have not previously been taught. The video does not discuss any issues about sexuality, nor does it discuss any beliefs characters may have, which is very important in reinforcing an equal and moving society. How does is reinforce equality in terms of beliefs, race, sexuality, gender? Beliefs This resource covers no religious beliefs in all four clips. Race All four clips follow the same group of characters, there are four girls and four boys. Amongst the four, there is one black male character and one black female character. Apart from these characters, there is no other differentiation of race or representation of various races in these videos. Sexuality There is no discussion of homosexuality, all relationships focus on heterosexual couples. Gender The clip alternates between a group of girls and a group of boys who are also discussing how they have been sexually active. The feelings and viewpoints of both girls and boys are represented equally in all four clips. Each topic area, for example contraception, is discussed by the girls and by the boys. However they do not seem to mix and talk about sex together where both genders are present apart from clip three, where two of the characters actually have sex. It covers what boys may expect from sex and how this might differ from what girls expect. 9 Conclusion This resource does not fully reinforce equality in terms of beliefs and sexuality, so it may be not representative to be used in classrooms today. However it is relatable to students as it not only addresses important issues such as contraception, pregnancy and STI’s, but it also looks at peer pressure and making the right decision about sex. This is beneficial as students might feel more secure after watching these clips. A range of issues are discussed, however clips are quite short. To improve the videos, longer episodes could be produced to go into more detail about certain issues, as the videos only briefly touch on key issues and do not really go into much detail. 10 ICT Resources Two ICT resources were reviewed: 1) Formative assessment in PSHE: Sex, drugs alcohol and tobacco 2) Likeitis.org. 1) Formative assessment in PSHE: Sex, drugs alcohol and tobacco http://www.chalkface.com/products/PSHE/FADR/ http://yacapaca.com/teacher/assignment/new/step3/subject/10/0/48/ Last accessed on 27/10/2013 Summary This ICT resource is entirely assessment focused and contains no factual content. The website provides a series of multiple choice and ‘drag and drop’ format quizzes to assess the knowledge of all pupils on sex education. After the class has completed the quizzes, it will automatically mark and collate results to provide the teacher with immediate analysis. These features enable the teacher to make a formative assessment of pupils’ prior knowledge before the topic is discussed. It also can be used to assess their learning after the topic is taught, to enable further modification of lesson plans to address any confusion or misunderstandings. Advantages The contraception identification quiz uses real life pictures of different forms of contraception. Some of the questions are repeated for reinforcement of understanding. It has increasingly more advanced tests which can be used for differentiation in the classroom and it is possible to select which students to send assignments to. It gives formative student feedback for each question. The tests are auto marked and give the teacher analytical feedback. Detailed teachers’ notes are provided to help teachers cover the various issues. Disadvantages The website contains no factual content and can only be used for assessment purposes. The correct answers are not given as you go along. How does it reinforce equality in terms of beliefs, race, sexuality, gender? This resource is very poor in this context: Beliefs It does not address different beliefs. Race It does not address different races. In the “contraception: identification” quiz two photos of Caucasian women were used. 11 Sexuality It addresses sexuality in a very limited way: there are a few questions asking about the legal age of consent for heterosexual and homosexual sex in England, Scotland and Wales and in Northern Ireland. Gender Gender is addressed in a very limited way: there are a few questions which are specifically for males and females. For example: What is the age of consent for females? How a boy can protect himself against STIs? The tests are not separated for boys and girls to take individually. 2) Likeitis.org Summary This user-friendly website contains extensive, accurate coverage across sex education issues. There is lots of information, so it can be used over several lessons. The main segments should be covered, with the additional section of “Dear Doctor” to be used as extension work for those who want the answers to more practical questions regarding sex and relationships. Quizzes can be used to assess pupils’ learning. Advantages The website is easy to access, is in an interactive funky format, contains animation and uses slang to help engage with its intended audience. It gives clear information on help-lines and clinics for pupils with further questions. It tackles unfamiliar taboo issues and myths not normally spoken about. To assess children’s learning “Quiz Mania” provides a certificate once 16-20 questions are answered correctly. Disadvantages There are no photographs, just illustrations which are sometimes simplistic e.g. the male and female genitals show no hair; the clitoris is not shown (although it is described where it is in another section). In one of the questions in the quiz, it assumes the person taking the quiz is female. Occasionally, the advice is questionable: “if you wouldn’t put it in your mouth, don’t put it in your vagina!” How does it reinforce equality in terms of beliefs, race, sexuality, gender? This resource is very good in this context: Beliefs The website highlights physical differences e.g. Circumcision for religious or health reasons. Religions who do not believe in contraception may not like that the website does not have a huge focus on abstinence. Therefore at religious schools the teacher would have to reinforce to the children the school’s policy on religious beliefs. Race Illustrations of boys and girls with different skin and hair colours are used to address racial diversity. However, the ‘girl’s bits’ and ‘boy’s bits’ section feature illustrations which are pink in colouration. 12 Sexuality There is a dedicated section on sexuality which is addressed in a sensitive way. It is pretty brief, but has a gay and lesbian switchboard number attached for further help and support. The website explains that both boys and girls have sexual feelings. Homosexuality is addressed further in the ‘Dear Doctor’ section. Gender Most sections address both genders, although some parts are split by gender such as girls and boys ‘bits’. There are highlighted sections for only girls to read: “Girls … you need to know about smear tests.” The website occasionally addresses answers for each gender separately e,g. sex for the ‘first time’. When answering a question from a boy about getting a date, equality is highlighted: “Traditionally, girls used to wait for the lads to make the first move, but these days equality rules, so be ready to say 'yes' if she asks first (usually via her best mate)!” Conclusion Formative assessment in PSHE is an excellent resource for the teacher for Assessment for Learning, which can be used both prior to and after teaching sex education, but it is limited in scope as it can only to be used in this respect. It does not cover all the issues in sex education and cannot be used to address any equality issues. Likeitis.org is an excellent resource for children to use independently. All of the issues in sex education are addressed and it has been designed to tackle myths and incorporate equality issues. The quiz function allows students to test their knowledge although it does not give the teacher any indication of specifically what they do and don’t know. This resource does not get the children to discuss amongst themselves about sex, so it should be used in conjunction with other lessons and resources. Both are free resources available online, are available anytime on the web and are easy to administer. Consequently students can use the resources in their own time, outside of lessons which can help to get over their embarrassment in front of their peers. The two resources would be used best in combination with each other as they are complimentary in their uses. However, it is important to note that some of the questions in the Formative Assessment quizzes are quite advanced and will not have been covered fully by the Likeitis website. 13 Practical/Model Resources Models, condom usage pages and topics for discussion were considered: Models: Bananas and/or poles and condoms. Condom usage advice pages: NHS page about condoms http://www.nhs.uk/Conditions/contraception-guide/Pages/male-condoms.aspx Last accessed on 15/01/2013 Discussion: Pope asks Catholics about divorce, contraception, gay marriage, Jeff Kunerth, http://www.orlandosentinel.com/features/blogs/religion-world/os-pope-asks-for-guidanceon-divorce-20131104,0,3388917.post Last accessed on 4/11/2013 Summary The practical that people tend to recall from secondary sex education involves rolling a condom onto a banana, or a pole, or some other object that resembles an erect penis. The factors that pupils are expected to familiarise themselves with are: safely unpacking a condom, coming into contact with the spermicide, learning to pinch the teat of the condom closed and then rolling it onto an object that is physically similar to an erect penis with the spermicide on the inside (penis side), experiencing the fragility and elasticity of a condom, discussion and learning how to take off the condom and dispose of it appropriately. Advantages This is a classic demonstration and it is unlikely to cause anxiety about sex. It tends to be memorable and the learning outcomes can be made clear and misconceptions will usually be simple to clear up. The demonstration can include different shapes and sizes of condoms to highlight their availability. It is useful for male homosexuals and heterosexual couples. The object used to represent the penis can potentially be different colours to ensure racial equality. Participation in the activity is open to males and females. This is an opportunity to stimulate positive discussion that will lead pupils towards having a better understanding about sex. Disadvantages A lack of sensitivity may stimulate resentment in terms of differing religious views and beliefs. The key learning may not be clear in an environment where different beliefs become the dominant theme of discussion. Female homosexuals may feel discouraged from taking part. If the object used to replicate a penis is clearly intended to look like it relates to a particular racial group then some pupils may feel excluded. There is the potential to miss any worthwhile social aspects that are associated with a successful sexual relationship. It does not necessarily relate well across religious boundaries. In a newspaper article entitled Pope asks Catholics about divorce, contraception, gay marriage (see 14 Appendix 2) there appears to be some interest in the public opinion regarding these issues, but currently contraception does not fare well with Catholicism. It is applicable for homosexuals although the purpose of sperm for reproduction is lost. How does it reinforce equality in terms of beliefs, race, sexuality, gender? Beliefs Sensitivity towards differing beliefs amongst people should be taken into account. However, the demonstration itself has some measure of validity, regardless of the beliefs of the individual, and may help to provide an informed basis for intelligent discussion to any individual. Race There is no exclusivity in terms of race with this demonstration. Any discussion may promote awareness of racial issues and the teacher can guide these discussions to meet any practical considerations that are raised. Sexuality The question of the suitability of condoms and whether some types are better than others for male homosexuals may be raised. The demonstration itself does nothing to either include or exclude various sexual preferences and it is left to the professional judgement of the teacher to choose how to discuss these factors. Gender Both males and females may benefit from the demonstration. Who is going to put the condom on the man’s penis is a subjective social element that pupils should be made comfortable to discuss. Conclusion Learning how to put a condom on by doing it is undoubtedly worthwhile for anyone who intends to take such precautions. The demonstration is a simple and easy to grasp. There are certainly considerations that may help to promote positive learning patterns by the learners, most of which are attainable to the teacher through maintaining a sensitive, intelligent and informed approach. A practical demonstration by the teacher can be made more effective if the pupils are each given the chance to try it out for themselves. A bunch of bananas will allow for the activity to be quick and effective. The practical should be followed by a Q&A activity which can be based around structuring the contents of the NHS page about condoms into a series of questions: Models and practical work can be memorable and enjoyable. The physical presence of models can stimulate our senses and they offer an additional teaching resource to 2D visual aids and written word. 15 Worksheets Worksheets as a resource are used widely in many subjects, especially in science. They allow for a focus on a specific topic or issue and can be used as a source of information, a way of assessment or as an activity during the lesson. There are many worksheets available for any given topic within sex education in science, such as the menstrual cycle, puberty and reproduction (see appendix). However, due to the abundance of worksheets available it becomes difficult to select the one that is most appropriate for the aims of your lesson. Our criteria for this portfolio focuses on ethics and equality (see appendix), which meant finding a resource to fit these criteria, was a little more challenging. The worksheet that I have chosen to review is: Respect in Relationships, Right to Life Charitable Trust http://www.tes.co.uk/teaching-resource/Respect-in-Relationships-6173101/ Last accessed on 22/10/2013 Summary This resource was produced by the Right to Life Charitable Trust and explores issues such as: when is the right time to have sex, before or after the legal age; pregnancy; birth control; sexually transmitted infections (STIs) and touches upon sex in Christianity. The worksheet comprises of five activities each with its own explanation and details about the specific topic being addressed. For example, the first section of the worksheet is about sex at a young age and the age of consent. Before the activity is given the student is presented with the facts of the age of consent in Britain and in other countries. The activity then follows and asks students to work in pairs or small groups and discuss whether they think this is the right age for consensual sex? It then poses a moral question about a teacher starting a relationship with a sixth former, who is above the legal age of 16? The worksheet wants students to think about the emotional and physical consequences of sex. Advantages This is a well presented worksheet, containing a lot of information for students to discuss before attempting the activities. The activities are varied and involve a range of skills, such as discussion, internet searching and using them to find specific information. It introduces students to a range of topics within sex education. It provides numerous links to websites that contains more information on specific topics that are not included within the worksheet, such as homosexuality. Disadvantages As this worksheet comes from the Right to Life Charitable Trust the views within it are very biased. Statements such as “Both types of contraceptive pill can be said to keep the body in a permanently morbid unnatural state” and “All other methods of socalled contraception will sometime cause early absorption depending on how accurately they are used” in regards to birth control are very misleading and can cause some confusion as to the function of contraception. The worksheet present facts which are in line with a more Christian moral view, with one of the activities asking 16 students to calculate the percentage of unwanted pregnancies that would occur in their class, even with the use of birth control. It states “The only way to avoid pregnancy is to abstain from sex.” Again this is a very biased view and would not be appropriate if you wanted to teach sex education in a value-neutral way. The entire worksheet seems to presents birth control methods as being unreliable, with only having damaging effects on a person’s body. The way in which the information is presented is, in my opinion, telling young people not to have sex as they are not emotionally ready for it. If you do chose to have sex in your teens then there is a high probability that you will catch an STI and/or get pregnant as a result of your method of birth control not working affectively. By describing some forms on birth control as those that stop implantation of the embryo and so causes an early abortion, can cause guilt within some people, who may then decide not to use contraception at all. The creators of the worksheet seem to be more concerned with giving students a negative view of the topic discussed and imposing their views on the reader, instead of giving both the positive and negatives for each argument, then allowing the reader to make an informed decision. The ‘facts’ given throughout this worksheet are also questionable, for example “You will be at no risk of pregnancy or catching a STI if you do not have sex. Neither will you catch a STI if you only have sex with one mutually uninfected partner for life who only ever has had sex with you.” Although this worksheets provides students with extra website links in order to find out more information, there where however a few broken links given, which did not direct the students to the correct web pages. How does it reinforce equality in terms of beliefs, race, sexuality, gender? Beliefs As this worksheet was produced by the Right to Life Charitable Trust, it is very biased towards strong Christian beliefs. Within the worksheet there is a section headed ‘Christian attitudes to sex’ in which quotes from the bible are given such as “even to look at another person with lust was to commit adultery and was wrong”, again this evokes guilt and very strong views which may be uncomfortable for some to read. It does not reference any other religions or beliefs. Race There are many pictures within the worksheet that only contain Caucasian models. There are no other races represented in any of the pictures. Sexuality There is no mention of sexuality, the enjoyment of sex or even homosexuality. There is a hyperlink given to another website that has numerous links to information on sexuality and homosexuality. Gender The tone of the worksheet is very much geared towards female students, although there is reference to boys in the pressure to conform activity and in some of the introductions; the information given is more relevant for girls. This is especially seen 17 in the birth control and STI sections of the worksheet. Detailed information is only given about female birth control, such as the pill and the coil, with reference to the affects these have on the female body. There is little information given on male birth control, although condoms are mentioned, no further information on how they work or how they should be used is provided. Again in the STI section there is only reference to the affects these have on the female body. The photographs show more girls than boys. Each boy is also coupled with a girl. This seems to suggest that only heterosexual relationships are valid. Conclusion In conclusion I think the format of the worksheet, if it contained correct and unbiased information would be very effective within a classroom. It would be a complete ‘go to’ worksheet that contains both the relevant material and extensions activities that allow further discussion of the material presented. When using this worksheet in the classroom, it has to be made clear to the students, who produced the resource, with an explanation as to their views and the aims of their charity. 18 Appendix 1 Email exchanges between contributors The following pages contain the email thread detailing the dates of the meetings that the group had and also contains brief summaries of the meetings. From: West, Camilla Sent: 27 November 2013 07:23 To: Begum, Asma; Birkinshaw, Celyn; Shrestha Kanu, Sapna; West, Camilla; Abraham, Ambili Subject: RE: Meetup for the Resources Portfolio Dear all Can you please scan/ photo and paste into a word document pictures of your resources. Can you please give a title of the resource and when you accessed it. You can add further anotatations and descriptions of the resource if you wish. I need this by Friday as I will compile the final document this weekend for hand in on Monday. Regards Camilla West Sent from Samsung Mobile -------- Original message -------From: "Begum, Asma" <asma.begum@kcl.ac.uk> Date: 25/11/2013 17:24 (GMT+00:00) To: "Birkinshaw, Celyn" <celyn.birkinshaw@kcl.ac.uk>,"Shrestha Kanu, Sapna" <sapna.shrestha_kanu@kcl.ac.uk>,"West, Camilla" <camilla.west@kcl.ac.uk>,"Abraham, Ambili" <ambili.abraham@kcl.ac.uk> Subject: RE: Meetup for the Resources Portfolio I have also attached mine. Regards, Asma From: Birkinshaw, Celyn Sent: 25 November 2013 00:35 To: Shrestha Kanu, Sapna; West, Camilla; Abraham, Ambili; Begum, Asma Subject: RE: Meetup for the Resources Portfolio 19 Hi all, I have attached my section. Best regards, Celyn From: Shrestha Kanu, Sapna Sent: 22 November 2013 16:25 To: West, Camilla; Abraham, Ambili; Begum, Asma Cc: Birkinshaw, Celyn Subject: RE: Meetup for the Resources Portfolio Hi Everyone, Please see a copy of my final draft. Thanks Sapna From: Shrestha Kanu, Sapna Sent: 18 November 2013 18:50 To: West, Camilla; Abraham, Ambili; Begum, Asma Cc: Birkinshaw, Celyn Subject: RE: Meetup for the Resources Portfolio Hi All, In our meeting today at lunchtime, the following points were discussed: 1. Formatting: Please could everyone use the font Times New Roman, in size 18 for the title, size 14 for the subheading and size 12 for the main body of text, with the headings and subheadings all in bold. 2. Could everyone please send their final draft to Camilla by latest Friday 22nd November, so that she is able to put it all together and write an introduction. Please make sure you attach your pages for the appendix. 3. Introduction: Please send Camilla any specific ideas you may have for the contents of the introduction. Please also send your conclusion on the effectiveness of your resource. 20 4. Next meeting: We should meet up next Monday to discuss any final points. Let me know what time is best for everyone. I suggest lunchtime? Thanks everyone. I hope you all have a lovely week in school. See you all next Monday. Sapna From: West, Camilla Sent: 01 November 2013 13:07 To: Abraham, Ambili; Shrestha Kanu, Sapna; Begum, Asma Cc: Birkinshaw, Celyn Subject: RE: Meetup for the Resources Portfolio As promised here is a copy of my draft which you can use for formatting. Thanks Camilla From: Abraham, Ambili Sent: 27 October 2013 21:59 To: Shrestha Kanu, Sapna; Begum, Asma; West, Camilla Cc: Birkinshaw, Celyn Subject: RE: Meetup for the Resources Portfolio Hey guys.... I am free to meet tomorrow lunch time. See you all tomorrow Ambili From: Shrestha Kanu, Sapna Sent: 27 October 2013 21:06:50 To: Begum, Asma; West, Camilla Cc: Abraham, Ambili; Birkinshaw, Celyn Subject: RE: Meetup for the Resources Portfolio Lunchtime is good for me too. See you all tomorrow. Sapna 21 From: Begum, Asma Sent: 27 October 2013 15:01 To: West, Camilla Cc: Abraham, Ambili; Shrestha Kanu, Sapna; Birkinshaw, Celyn Subject: RE: Meetup for the Resources Portfolio Hi everyone, Lunch time sounds good to me. Is that okay with everyone else? Asma From: West, Camilla Sent: 27 October 2013 07:44 To: Abraham, Ambili; Begum, Asma; Shrestha Kanu, Sapna; Birkinshaw, Celyn Subject: Meetup for the Resources Portfolio Hello there It appears that we have not finalised a time for our meeting on Monday. I now have my tutorial on Monday at 4.30pm as I am doing the shell primary science day the following Monday. So an we either meet at lunchtime tomorrow or after the sessions on Tuesday? Kind regards Camilla From: West, Camilla Sent: 21 October 2013 17:33 To: Abraham, Ambili; Begum, Asma; Shrestha Kanu, Sapna; Birkinshaw, Celyn Subject: Resources Portfolio Dear Group "B" Aardvarks Following our group discussions we have all agreed to do Sex Education as our Resources Portfolio. On the 15th November, it was agreed that following people have been allocated the following resources to focus on in order to write their section of the review: Ambili - Textbooks Asma - Videos: used by teacher Sapna - Worksheets Camilla- ICT (used by pupils) Cellyn - Practicals/Models Please correct me if I have got any of the details above wrong. 22 Following our meeting on 21st November, I was elected as the group leader. At the meeting we agreed upon the main criteria on which to base our investigations: Do these resources reenforce equality? By which we will evaluate the following equalities: > Beliefs > Race > Sexuality (homosexual and heterosexual) > Gender This criteria is in addition to the other questions that we should address in our critical review, as set out in the PGCE handbook. We have agreed to next meet on Monday 28th October to discuss the resources that we have found, examined and intend to review. We now have following week to go to our schools, go to various websites and sources such as the Family Planning Association to find out what resources there are and select ones which we intend to use for our portfolio review. I look forward to discussing our findings at the next meeting on 28th October. Kind regards Camilla West 23 Appendix 2 Textbook Resource Details Let’s talk about sex by Robbie H. Harris, illustrated by Michael Emberley Contents Introduction: Lots of questions Changing bodies, growing up, sex and sexual health Part 1: What is sex? 1. Girl or boy, female or male Sex and gender 2. Making babies Sexual reproduction 3. Strong feelings Sexual desires 4. Making love Sexual intercourse 5. Straight and gay Heterosexuality and homosexuality Part 2: Our bodies 6. The human body All kinds of bodies 7. Outside and inside The female sex organs 8. Outside and inside The male sex organs 9. Words Talking about bodies and sex Part 3: Puberty 10. Changes and messages Puberty and hormones 11. The travels of the egg Female puberty 12. The travels of the sperm Male puberty 13. Not all at once 24 Growing and changing bodies 14. More changes Taking care of your body 15. Back and forth, up and down New and changing feelings 16. Perfectly normal Masturbation Part 4: Families and babies 17. All sorts of families Caring for babies and children 18. Instructions from mum and dad The cell: genes and chromosomes 19. A kind of sharing Cuddling, kissing, touching and sexual intercourse 20. Before birth Pregnancy 21. What a trip! Birth 22. Other arrivals More ways to have a baby and family Part 5: Decisions 23. Planning ahead Postponement, abstinence and contraception 24. Laws and rulings Abortion Part 6: staying healthy 25. Talk about it Sexual abuse 26. Check-up Sexually transmitted diseases 27. Scientists working day and night HIV and AIDS 28. Staying healthy Responsible choices 25 How sex works by Elizabeth Fenwick and Richard Walker Contents Introduction Understanding your body Becoming a woman A girl at puberty The female body The menstrual cycle Your periods Becoming a man A boy at puberty Male reproductive system Your body’s sensuality Relationships and emotions Your changing feelings You and your friends Your social life Looking at others Starting a relationship Your sexual preference Emotional decisions What happens during sex Sexual intercourse The first time Enjoying sex Dealing with difficulties Contraception Choosing contraceptives Types of contraceptives Hormonal methods Condoms Barrier methods Other methods Pregnancy and being a parent How pregnancy starts Childbirth 26 Unplanned pregnancy Sex and health Looking after your body Infections HIV and AIDS Problem areas Sex and the law Child sexual abuse Sexual harassment Indecent assault Useful addresses Index Acknowledgement 27 Appendix 3 Video Resource Details 1. BBC Teenagers and Sex Part1 http://www.bbc.co.uk/learningzone/clips/teenagers-and-sex-pt-1-4/3692.html Part 2 http://www.bbc.co.uk/learningzone/clips/teenagers-and-sex-pt-2-4/3694.html Part 3 http://www.bbc.co.uk/learningzone/clips/teenagers-and-sex-pt-3-4/3695.html Part 4 http://www.bbc.co.uk/learningzone/clips/teenagers-and-sex-pt-4-4/3696.html Data accessed for all : 09/11/2013 28 29 Appendix 4 ICT Resource Details Formative assessment in PSHE: Sex, drugs alcohol and tobacco http://www.chalkface.com/products/PSHE/FADR/ http://yacapaca.com/teacher/assignment/new/step3/subject/10/0/48/ Last accessed on 27/10/2013 Contents The sections that the assessments address are: Contraception: split into 3 different sections: General Knowledge Identification The effects 30 Sex and the Law 31 Sexually Transmitted Infections split into 2 sections General Symptoms The teachers notes contain hypothetical situations relating to sex and relationships which can be used for whole class discussion as a plenary. Likeitis.org Contents Teenage pregnancy Help and Advice Lovebugs Periods Sex Peer pressure Sexuality Contraception Emergency contraception Puberty Quizzes Glossary Interactive Locker Room - separating rumours from the facts. Dear Doctor – discussing different issues and scenarios. Search E-greeting cards 32 33 34