YEAR 8 HEALTH

EDUCATION TERM 2
This unit is designed to
challenge students thinking
and mind set. After the first
unit of Puberty this unit leads
into concepts such as:
relationships, gender,
sexuality, STIs, Safe Sex. This
unit has a huge emphasis on
resources available for
guidance and help as
relationships grow and
change.
RELATIONSHIPS
*This Unit is designed to follow
AND on from Year 8 Puberty.
2 x 110 minute lesson per week

SEXUALITY For 5 weeks

*Designed for Students with access to a
Laptop

Ashley Whan
 Health Education Unit Plan
Curriculum Area: Health Education
Focus Area: Relationships and Sexuality
Year Level: 9
Unit & Lesson Details: Healthy Relationships will cover 5 weeks of work,
with a double lesson (110 minutes) Tuesday lesson 5&6, and Thursday
lesson 1&2
Unit Overview (ACARA, 2015)
The Australian Curriculum, years 7 and 8 supports students to gain and acquire knowledge on
positive behavioural expectations in numerous situations. This unit aims to educate students with
skills of critical literacy in order to be able to sufficiently critically analyse and therefore use health
information and practices to develop, sustain and maintain individually devised plans for healthy
lives. Students will contribute in refining and exploring strategies, as well as specialised knowledge.
This will not only build and optimise their own individual health and wellbeing but the health and
wellbeing of those in their surrounding community (ACARA, 2015).
Health literacy is a concept widely accepted and used throughout health prevention and promotion
fields. The World Health Organisation defines health literacy as an individuals ability to gain access
to, understand and use health information and services in ways that promote and maintain good
health. It can be useful to consider health literacy in terms of three dimensions (Nutbeam, 2008):
functional the acquisition of information relating to knowledge and services with respect to a
health-related question
interactive requires more advanced knowledge, understanding and skills to actively and
independently engage with a health issue and to apply new information to changing circumstances
critical the ability to selectively access and critically analyse health information in order to take
action to promote personal health and wellbeing or that of others. (ACARA, 2015)
The Australian Curriculums strand of Relationships and Sexuality addresses changes in social,
emotional and physical aspects that change and grow over time, and analyses the relationships and
sexualities role in this process. Year 7 and 8 Relationships and Sexuality supports students
knowledge on how to produce and succeed with positive and respectful relationships.
This unit plan is designed to nurture students in: growing their understanding on gender and
sexualities. This plan also aims to educate students on the positive and healthy practices associated
to maintain and enhance health and their identities. In Health Education, students develop the
knowledge, understanding and skills, including health literacy competencies, to support them to be
resilient, to strengthen their sense of self, to build and maintain satisfying relationships, and to
make decisions to enhance their health. As students mature, they learn about key issues affecting
the health and wellbeing of young people and the communities to which they belong, and learn
how to apply problem solving techniques to these issues.

A Focus area in the Curriculum:

Sexuality and reproductive health (including understanding and managing physical, social and
emotional changes that occur over time, exploring sexual and gender identity, managing intimate
relationships, understanding reproduction and sexual health, accessing community health services)
(ACARA)
This unit plan has been designed to follow the Australian Curriculum.

ACARA Content Descriptors

Health and Physical Education Years 7 and 8

Personal, social and community health/ Being healthy, safe and active/ ACPPS070
Evaluate strategies to manage personal, physical and social changes as they grow older
(ACCPS071).

Investigate and select strategies to promote health, safety and wellbeing (ACPPS073)

examining how individuals, family and peer groups influence peoples behaviours, decisions
and actions (AD, RS, FN, MH, S)

identifying feelings and emotions associated with transitions, and practising self-talk and help-
seeking strategies to manage these transitions and associated responsibilities (MH, S)

collaborating with peers to suggest strategies they could use in emergencies (AD, RS, S, MH)

discussing emotional responses to interactions within relationships, and proposing strategies

to seek help

Links to General Capabilities Links to Cross-Curriculum

Priorities
Literacy Aboriginal and Torres
Numeracy Strait Islander Histories
ICT and Cultures
Critical and Creative Thinking Sustainability
Personal and Social Capability
Ethical Understanding
Intercultural Understanding
Class Context: Learner differences/Disabilities
The school is a 8-12 school situated in a South Australian country town, approx. 500km
south of Adelaide. The year 8 Health Education class comprises of 25 students, 14 females
and 11 males. The class consists of students with diverse needs. Many students have a
limited attention span and behaviour management has been an issue in the past. Within
the class there are students identified as having behavioural issues, with limited attention
span, Indigenous Australian Students and a Dyslexic student. It is important to cater for all
of these in each lesson.

The school has good resources, as each student has access to a school hired laptop and
well informed relationships with parents and the community.
Behavioral issues which Indigenous Australian
comprise a limited attention Students
span
Small group work to
capture students and to
maximize chances of
social interaction and
communication.
Variety of learning
modes to accommodate
to the different learning
preferences (TfEL,
Domain 2).
Relate tasks to students
needs and interests
(TfEL, Domain 2).
Recognize and praise
aloud all good behaviors
and understandings
(TfEL, Domain 2).
Communication of
expectations
Task durations are short.
Productive physical
environment (not sitting
at a desk the whole
time).
Use carefully
constructed terminology
to reduce. discrimination
and stereotyping.
Sensitivity for special
needs and cultural
recognition.
Relate content to real
life.
View each child
viewpoint and behavior
individually not as a
cultural disposition.
Group work provides a
sense of autonomy over
learning.
Scenarios include
Indigenous names.
Dyslexia
Large printed text for
worksheets.
Simplified step by step
directions with the use of key
words.
Repeat directions, followed by
questions to gage whether
students understand.
Sentence starters provided on
PowerPoint to prompt in the
right direction for answers.
Balance presentation of
multimodalities to convey
essential understandings.
Emphasis on a lesson review.
Visual representation of all
oral instruction whenever
possible.

Learning objectives (know, understand and do)

Student will know

What a relationship is and the types of relationships people have (friend, family,
intimate, heterosexual, homosexual, sexual).
How to explore qualities and skills that are important for different types of
relationships.
Relationships are very important to self-esteem and belonging (can cause joy or hurt)
How to identify qualities or values people find in others.
What defines sexuality and the difference in relation the gender
How to identify Sexually transmitted Diseases

Students will understand

As people grow relationships change.

Some relationships will be more important to us at particular times in our lives.
 Relationships need to be safe, understanding of our own rights and respect the rights
of others.
Acceptable and unacceptable touch between people in relationships.
How consent is vital part of every relationship and how important it is to be present
Assessing negative constructions of gender will impact and help to change views on
homophobia and transphobia.

Student will be able to

Understand the difference between a safe relationship and a dangerous association.
Identify aspects that reflect a disrespectful relationship.
Eliminate fear or discrimination, related to sexuality and sexual minorities.
Challenge homophobia in the school and local community.
Observe how individuals, family and peer groups influence other peoples behaviours,
decisions and therefore their actions.
Design and implementing health promoting practices targeting minority groups in the school
grounds and bigger community.
Understand negative qualities of a relationship and how to deal with the acknowledgment
of the problems.

Teaching for Effective Learning Links

Use different language constructs for specific areas of learning, so that students
are skilled in using appropriate language (domain 2)
Question Box slip, encourages students to reflect on what has been learnt and
what still questions that need more clairfication (domain 3)
Encouraging learning discussion that extend students thinking and knowledge
(domain 2)
Connecting learning to students lives and aspirations, through discussion and
writing (domain 4)
Build on learners understandings of preconceived ideas and thoughts, (domain 4)
Create Safe, respectful conditions for vigorous learning (domain 2)
Developing expert learners, encouraging participation (domain 3)

Pedagogical Approaches - Health Promoting School Approach

 The Healthy Relationships for Healthy People unit plan aligns with the health promoting schools
approach. involves people from across the school community working together and using the health
promoting schools framework to plan and
deliver positive and comprehensive school
systems, environments, programs and
activities.
According to the World Health Organisation a
health promoting school promotes health
and learning through implements policies
and practices that respect an individual's
wellbeing and dignity, provide multiple
opportunities for success, and acknowledge
good efforts and intentions as well as
personal achievements (2016). This unit uses
the Ottawa Charter (WHO) and Health Promoting Schools as guidelines to achieve health and
wellbeing.

The essential components to the whole school approach are:

(1) curriculum teaching and learning, (2) school organisation and environment and (3)
partnerships and services. A health promoting schools approach is really a way of thinking and
working that is adopted by the whole school, in order to make the school the best possible place
to learn, work and play. (ACHPER, 2001)
Ottawa Charter for Health Promotion in Schools

Distinguished by six key features (WHO, 1996a), a Health-Promoting School:

1. Engages health and education officials, teachers and their representative

organisations, students, parents, and community leaders in efforts to promote health,
with
families and community groups involved in the school
community services, businesses and organisations linked to the school
2. strives to provide a safe, healthy environment, including:
freedom from abuse and violence
a climate of care, trust and respect
social support and mental health promotion
safe school grounds
3. Local Action: Part I The Manual 3 3. provides skills-based health education, with:
curricula that improve students' understanding of factors that influence health and
enable them to make healthy choices and adopt healthy behaviours throughout their
lives
curricula that include critical health and life skills, a focus on promoting health and
well-being as well as preventing important health problems, and information and
activities appropriate to children's intellectual and emotional abilities
4. Provides access to health services, with
 partnerships with local health agencies that will provide services
5. Implements health-promoting policies and practices, such as
an overall policy supported by school administration and management as well as
teaching practices that help create a healthy psychosocial environment for students
and staff
policies on equal treatment for all students
6. Strives to improve the health of the community by
focusing on community health concerns
participating in community health projects Fundamentally, a Health-Promoting
School uses its full organisational potential to promote health among students, staff,
families and community members.
This unit plans aims to meet these guidelines and deliver a successful health plan for year
8 students.

Essential Questions/Big Ideas/Conceptual Understandings

The following questions questions will be put to the students via class discussion each lesson:
Do you feel safe with your own relationships?
What factors can influence a persons identity and wellbeing?
How can we build positive relationships?
Understanding consent, and what is meant by NO.
Understanding the stigma surrounded by minority groups, and how we as society can
reduce the marginalisation

Assessment
Formative 30% Summative 35%
1. Pre-test (Appendix 1) 1. Final Assessment Resource
2. Ability to successfully contribute to Research
group and class discussions (Assessment Pieces)
consistently. -Students have demonstrated their
3. Engagement with Role-play research skills
scenarios (Lesson 7) peer - Researched new and resourceful
reviewed component. websites, contributing to the unit
4. Work sheet on (Lesson) 2. Health Folder presentation and
5. Healthy Body Image Poster content
6. STI links worksheet - Presents information learnt and what
7. Detailed lesson exit cards (appendix links have been made
3)
 Year 8 Health Education: Healthy Relationships make Healthy people
Unit Overview
LESSON LINKS TO LEARNING ACTIVITIES, LESSON RESOURCES
OBJECTIVES & CONTENT
ESSTENTIAL
UNDERSTANDINGS
1 Students will be Introduction to the unit: Intended Pre test (Appendix
Healthy asked to define outcomes and conceptual 1)
and their own understandings Human Bingo
Unhealthy personal Refresh the class on the already Appendix 2
relationship definitions of designed class code of conduct. Question box slip
s healthy Assessment of current (Appendix 3)
relationships understanding: pre-test Participation
Encourage - As students finish they can quickly checklist
discussion and work on a new cover sheet for this (Assessment piece
understanding on unit of Healthy Relationships make 1)
already Healthy people to add to their
established already current Year 8 Health
healthy Folder
relationships Icebreaker activity Human Bingo
Review definitions of healthy
relationships (multimedia viewing)
Build a definition as class together
on the board
Explain the question box and
request each student ask something
in preparation for the following
class.
(REFER TO IN DEPTH LESSON 1)
RECAP
2 Students reflect Recap from the following lessons. Characterisitics and
What do if on last weeks Remind all students to participate healthy VS
presented group definition of in group discussions or ask unhealthy
with a a healthy questions as they are being graded relationships
bad or relationship and on it worksheet
negative build a better Organise class into groups and (Appendix 4 )
Relationshi understanding on encourage discussion on what Video 1 Trust in
p why some examples of unhealthy relationships Relationships -
relationships can would appear as. E.g. https://www.youtu
be damaging characteristics, language, celebrity be.com/watch?v=w
examples. tNOq1Bwtt4
Make a list as a group of
characteristics present in healthy Scenarios Activity
relationships and unhealthy. (Appendix 5)
(Appendix 1) Question box slip
(Appendix 2)
 Compare these unhealthy examples Participation
or concepts with the class built checklist
definition, designed last class. (Assessment piece
View video on trust within 1)
relationships and the foundation of
a healthy relationships
Distribute scenarios to each group
and have them discuss what sort of
relationship was present within the
scenario and why they decided on
that answer. Reflect with the class.
Answer the following weeks
questions and give out new slips for
questions to be answered the
following week.
3 What is a Recap from the following lessons. Relationships circle
What relationship and Remind all students to participate worksheet
types of the categories of in group discussions or ask Appendix 5
relationship relationships questions as they are being graded Question box slip
s we have people have on it. (Appendix 2)
and why How to explore Explain briefly some of the many Participation
they are all qualities and skills relationships we value. Give each checklist
different that are important student a relationship circle work (Assessment piece
for different types sheet and explain the categories of 1)
of relationships. acquaintance, friend, close.(friend,
How to identify family, intimate, heterosexual,
qualities or values homosexual, sexual).
people find in After, follow on with a open class
others. discussion
How relationships Group discussion
between people - how family relationships change.
change over time E.g. kissing a family member on the
with family lips
members - how should people be clear and
assertive about the physical contact
they feel comfortable with or dont
want
- respecting others and being sure
and clear that any physical contact
is mutually negotiated and
consented to.
-why do people differ in terms of
what physical contact feels
comfortable.
Distribute exit cards and mark off
any missed individual class
participation .
 4 Understanding the Recap from the following lessons. Alphabet activity,
Understan difference Remind all students to participate (Appendix 6)
ding the between in group discussions or ask Situation Cards
difference friendship, questions as they are being graded (Appendix 7).
between intimate on it. Question box slip
friendship relationships, Establish that the classroom is a (Appendix 2)
and an family. safe space Participation
intimate Examine various Ask students to define the term checklist
relationship attitudes, values dating. (Assessment piece
and behaviours - is there pressure to date? 1)
for developing - Where does the pressure come
meaningful from?
interpersonal -Do you think that males and
relationships. females have similar expectations
Explain our need about dating?
for relationships. Have groups discuss and report
Identify positive back as a group on how do we
elements of know what factors influence the
relationships (e.g., qualities we look for in a partner?
trust, integrity, Alphabet List Activity. From A to Z,
respect, list a word for each letter that can
responsibility). be associated with Relationships.
Describe the skills, Using a colour code, of the traffic
attitudes and light system. Green = positive
behaviours for concept, Amber = could be
building, associated with either unhealthy or
maintaining and healthy relationship, Red=
enhancing unhealthy relationship.
healthy, positive Activity Situation cards. Class
relationships. activity.
Answer the following weeks
questions and give out new slips for
questions to be answered the
following week.
5 Safety and Risk Take roll and re-cap on the Tea Cup consent,
Safety and Relationships and following lesson. video link
Risks safe behaviours Assess where the class is at with https://www.youtube.c
presented Developing skills their assignments- allow 20 minutes om/watch?v=fGoWLWS
for working for students to work on the 4-kU
in
relationship effectively in assignment and answer any Our Surrounding
s groups, explores questions. Influences-
(Consent) different Introduce the laws around sex and (Appendix 8)
constructions of legal age. Explain what consent is Question box slip
group dynamics and why we need to understand (Appendix 2)
such as leadership the concept. Not even just for sex Participation
and identifies but for everyday life. checklist
 qualities for good Sourced from the Law Handbook (Assessment piece
leaders SA: 1)
Analyses and Any person 17 years or older can
articulates the have sexual relations with another
consequences of person aged 17 years or more, if
risk taking and they each consent. This can be a
demonstrates person of the same or the opposite
behaviours to sex [Criminal Law Consolidation Act
minimise harm 1935 (SA) s 57]. It is against the law
for a person in a position of 'care
and authority' (for example, a
teacher) to have sex, or to try to
have sex with a person under 18
years [Criminal Law Consolidation
Act 1935 (SA) s 49]. [However, see
also the chapter on sexual offences,
and in particular on 'sexting' as
'sexting' images of people who
appear to be 18 or under is illegal].
Watch the Video Tea Cup
Consent
Within already established class
groups, have them as a class
complete Appendix 9
Introduce Shine SA
-background
-website
Handout the final assessment piece,
and go through it as a class. On the
board have Appendix 10, with
websites the students can use as
ideas and examples. Go through
briefly what is need for the
assignment as it will be started next
lesson. If students have time during
their week, researching websites
will assist them in the Final
Assesment
Answer the following weeks
questions and give out new slips for
questions to be answered the
following week.
6 Students will Take roll and re-cap on the Video link Gender
Sexuality define sex, following lesson. Hand back and Sexuality
What is it? sexuality and Assignment 1 (Health Folders). https://www.youtu
gender. Promote participation from be.com/watch?v=d
students. F2YOw4xAd4
 Students will Challenge the class on what Video link Stand
explore their own sexuality actually is. Out, Schools
gendered Activity 1 - Ask students to Program
understandings of individually create a definition for https://www.youtu
the personal homophobia. be.com/watch?v=M
qualities they -Students to share this with others PXQ9npthtg
value. surrounding them, and come up Final Assessment
Students will with a combined definition with the Piece (Assessment
identify personal other students on their table. Piece 2)
qualities that have -Share to class. Resource List
a positive impact -Come up with common themes for (Appendix 10)
on developing defining homophobia. Have this Question box slip
respectful presented on the board so it can be (Appendix 2)
relationships reflected to throughput the class. Participation
Questions to prompt class discussion: checklist
-Have you seen it anywhere? (Assesment piece 1)
- Is it experienced within the school
grounds?
Perhaps in the media?
Define sexuality. How different
cultures, view sexually differently.
Different sexual practises and
standards vary from country to
country, religion to religion.
Watch Sexuality Video
Class discussion on opinions and
thoughts that came from watching
the video. Sexuality is a central
aspect of being human throughout
life and encompasses sex, gender
identities and roles, sexual
orientation, eroticism, pleasure,
intimacy and reproduction.
Question the class if any of this
information presented is new to
them?
Sexuality is experienced and
expressed in thoughts, fantasies,
desires, beliefs, attitudes, values,
behaviours, practices, roles and
relationships.
Watch Video 2. A video on the
Stand Out Program delivered in
numerous school across Australia.
Deliver some statistics to the class.
> Sourced from the Stand Out
Booklet:
 75% of same sex attracted or
gender diverse young people in
Australia experience some form of
homophobic or transphobic abuse.
61% of same sex attracted or
gender diverse young people in
Australia experience verbal
homophobic or transphobic abuse.
19% of same sex attracted or
gender diverse young people in
Australia experience physical
homophobic abuse.
80% of these homophobic and
transphobic incidents take place in
schools.
Give out the Final assessment task
and go through it thoroughly with
the class. Explain that minimal class
time will be given to complete this,
so ask any questions that arise
during class, as someone might be
having the same amount of trouble.
Distribute a resource list to go into
the Students Health folder.
Answer the following weeks
questions and give out new slips for
questions to be answered the
following week.
7 Socially This term refers to the socially Childhood Gender
Gender constructed constructed roles, behaviours, Roles In Adult Life
In Society expectations activities, and attributes that a (buzz Feed Video)-
and about what is given society considers appropriate https://www.youtu
Gender acceptable to be for men and women. be.com/watch?v=3
Roles masculine or It includes characteristics that are 81belOZreA
feminine, not biologically determined, such as Gender Boundaries
including behaviour, interests, strengths, Activity (Appendix
behaviour, dress dress or career choices. 11)
and interests. Go through gender PowerPoint. Question box slip
The slides consist of: (Appendix 2)
- what is gender Participation
- gender identity/gender checklist
expression/ biological sex (Assessment piece
Watch the Childhood Gender Roles 1)
In Adult Life Video.
Write a list on the board with other
things presented in life with gender
 roles. An example of this could be
the school dress code, sports, food
This can vary historically and
culturally.
In table groups, have the students
make a list of factors contributing
to gender roles in society. Think of
birthday presents received when
younger, or evens till today. Brands
brought for you, school sport you
were involved in, colours in your
bedroom, prizes or toys won at
events.
Make lists on the board by
combining the tables individual
lists. Introduce the final assignment
Last 20 minutes of class is to be
spent answering or helping
students with questions from their
final Assignment
Answer the following weeks
questions and give out new slips for
questions to be answered the
following week.

8 Feeling good Get Class settled into groups. Take Magazines

Body about being male the Roll A3 Poster paper
image: or female and Remind students to participate in Scissors and Glue
In the feeling group discussion. Video 1 Dove
media and comfortable. Brief over view of body image. Gage Commerical
society Interpersonal knowledge and experiences. https://www.youtu
relationships Throughout our lives, we are be.com/watch?v=iY
involving concerns perpetually faced with stereotypes. hCn0jf46U
such as being able Often we accept these stereotypes Video 2 what
to communicate without question and struggle to would you change
feelings to other make our ideas of what we about
without being should be like, match who we yourself?https://w
embarrassed and really are. This issue is especially ww.youtube.com/w
having respect for noticeable with regards to ideals of atch?v=rdeRJEAIcQs
anothers femininity and masculinity.(Make Question box slip
individuality. links between the previous lesson (Appendix 2)
and this one) Participation
Distribute magazines on each table checklist
and have students design and (Assessment piece
college of what they portray as 1)
positive images of health compared
to unhealthy images. Emphasis
 effort as these could be displayed in
the classroom. Have the groups
present to the class what people
they selected and why. Allow 40
minutes for this activity
Watch Video1 - ideal body type
videos and compare and discuss
what was the same/different. Did
the class agree with the videos?
Link in resources.
Finish Class with this light-heart
body image video.
https://www.youtube.com/watch?v
=rdeRJEAIcQs
Answer the following weeks
questions and give out new slips for
questions to be answered the
following week.
9 provide students Get class settled into groups, Pre-test 7 copies
with basic making sure the groups are of Test sourced from:
Being safe:
information about mixed genders. Take the Roll http://www.edu.gov.m
STIs sexually transmitted Remind students to participate in b.ca/k12/cur/physhlth/
diseases/infections hs_k-8/blms/blm7-5-
group discussion.
(STD) including
transmission,
Hand out the pre-test for STIs. 3.pdf
symptoms, testing, Explain that these questions are to
treatment, and be answered as a table. Try and Video 1
prevention. keep your voices low, so other table https://www.youtube.c
cannot hear your answers. Selected om/watch?v=llnXtPZOa
a scribe for your table, and a zM
speaker to read out your collative
answers. Appendix Match ups cards, 30
Go through the answers as a class copies. Definitions
and explain and clarify any wrong or sourced from:
untrue answers presented. https://www.healthed.
Watch Video 1 on What Are STIs govt.nz/resource-
Activity 1 Match the STI with its table/table-sexual-
symptoms. Appendix health-sti-chart
Have the last 20 minutes of class to
work on the Final Assignment. Question box slip
Answer the following weeks (Appendix 2)
questions and give out new slips for Participation
questions to be answered the checklist
following week. (Assessment piece
1)
 10 Identify and Get the class seated and settled as Question box slip
evaluate safe sexual quickly as possible. (Appendix 2)
Safe Sex health practices,
Practise Get all assignments back and mark Participation
including methods of, that they have been received
of contraception
checklist
As todays lesson may make some (Assessment piece
Examine personal
values and attitudes people feel uncomfortable, it this 1)
related to sexual becomes the case for anyone
health and identify please just signal to myself that you
factors that have are leaving.
contributed to their Because todays lesson is the last of
formation this unit, go through the questions
from the previous lessons question
Analyse how sexual box now, in the hope of answering
attitudes, or clarifying anything for the
behaviours and students before beginning the
sexuality are
lesson on Safe Sex Practise.
influenced by
gender expectations Re- Cap on what was learnt in the
and assumptions previous lesson on STIs to refresh
memories.
Activity 1 Hand out to groups
different types of contraception
and there packing/and or an
information sheet on their device.
*Availble in the Health Cupboard in
Staff offices 5
Allow 5 minutes for the groups to
discuss and understand what their
contraception does and report back
to the group.
Using a multi-media presentation,
inform students on availability,
cost, effectiveness, is it safe against
STIs, how does it work.
Activity 2 Using the same table
groups, give each group a set of
Condom use cards. As a group they
must order the cards from start to
finish in what they believe is
correct. *Some of these cards may
be able to be placed at multiple
spots, e.g. cuddling or consent.
Make note that it is interesting to
consider where or at what stage
students feel it is acceptable to
negotiate condom use. Make sure
students are referring back to their
lesson on consent.
 After this discuss:
-the effectiveness of condom use
- where can they be purchased
- how much do they cost
- Available they are to buy (if you
were in a small country town,
where could you access this?)
Summaries with reinforcing
messages. Such as:
- sex still needs to be negotiated
Sex without consent is against the
law quiz class on the age of
consent
- You always have the write to say
NO or STOP at any point.
Question Box slip.
The questions can still bit relevant
to this unit and will be answered
next week.
Collect Health Folders as students
leave the class room.
Mark the participation checklist.
 Lesson Plan 1 1st Lesson
Curriculum Area: Health Education Year Level: 8
Learning objectives for lesson
Students will understand the difference between healthy and unhealthy
relationships, and how to act approximately if one becomes present
Students will understand the difference between vulnerability and responsibility in
terms of ensuring consent is gained or given

Essential questions for Lesson

What makes a relationship healthy?

What are the characteristics of an unhealthy relationship and how should they be dealt
with?

Why is being surrounded by beneficial and supportive relationships important to my

health?

Time Content/Outline of Lesson

Frame Teacher settle students and takes the roll. Introduces the topic, intended
learning objectives and summative assessment pieces. Explain the agenda
5 mins for this lesson and the flow of the lesson. Explain that each class students
are being graded on their participation and contribution to class discussions.

Students are given a pre-test, see what students already know and
25 mins understand to avoid insufficient tasks and determine what areas of
understanding students need to further develop. Teacher to prompt
students that this test is to be completed individually and in complete
silence and that the pre-test mark does not go towards grades, it is for both
their and your benefit.

Once the pre-test is completed students are to sit quietly in their seats and
quickly create a new cover page for the next section of their health folders.

Organise class into a quick ice breaker activity. Make sure students are
communicating with all students within the class. Human bingo involves
finding other students in the room who have something similar to you or
10mins something listed in the bingo table. Encourage the students to talk to
students who they dont hang out with in the school yard. Once completed
return to seats and sit down. Questions students to if they learnt anything
new from the activity?

Organise class back into their seating. Making sure students are sitting in
5 mins equal numbered groups and give a piece of butchers paper to each group,
with numerous coloured Texas. The students are to work together in
creating a mind map of anything that relates to the word Relationships.
10 mins
 Give the groups 5 minutes to work on creating this, and then collaborate all
maps into one large class one.
15 mins
Each group needs to report back to the teacher 5 things written on their
paper, and continue to move from group to group until all groups have their
contributions written onto the class mind map. If anything obscurer is
mentioned, have students explain why they feel this word relates to
relationships.

Have Students copy down these questions from the board and answer them
25 mins in their own words. Minimal discussion should be had over the answers
between students.
- What controllable and uncontrollable factors affect relationships?
- What are the components of effective communication in a healthy
10mins relationship?
- What are the implications of different communication media?
Encourage a group discussion with these questions.
Select students to speak if a pattern is continuing with speakers.

A healthy relationship should be satisfying and promote individual growth.

Establishing mutually acceptable boundaries based on personal values is important in
any relationship. Romantic partners should never pressure each other to do things they
have agreed not to do. Mutual respect means not only giving respect to a partner, but
also showing respect for oneself - Active Healthy Life Styles. (2016).
5 mins
Explain how the exit card works and have the slips distributed to each
student. Each exit Card is completely confidential and anything regarding the
topic or health in general can be asked. The orange box at the front of the
classroom, is not allowed to opened by any students and all slips must be
placed inside before leaving the lesson.
The questions on each slip are: What did you learn this lesson? And What
would you like to understand or know more about?

Remind students that home work for the lesson is required and will be
beneficial for next lesson. Each students needs to make a list of 5 healthy
relationships portrayed in the media, and 5 unhealthy relationships with
reasons why you feel this way. (if there is time remaining, go through a few
examples with the class.)

Fill out participation checklist for students as they pack up

Check for Pre-Test, viewing the design of groups mind maps on relationships,
understanding exit card answers

Resources Pre-Test (Appendix 1)

Human Bingo
Exit Card have 30 copies ready
 Lesson Plan 2 9th Lesson - GENDER
Curriculum Area: Health Education Year Level: 8
Learning objectives for lesson
Students will understand that gender is social construction of what it means to be
male or female.
Students will understand it includes characteristics and attributes that are not
biologically determined, such as behaviour, interests, strengths, dress or career
choices.
Students will have gained information on what gendered power is, and how
inequalities in power can lead to economic equality and dependence, lack of
communication, inequality in decision making, and violence.
Essential questions for Lesson

How can we as a society, reduce the label of minority group on gender

differences?
What ideas are we presented with every day that conform us to certain roles?
How can we change this?

Time Content/Outline of Lesson

Frame
Teacher settles the class and takes the role as quickly as possible
5 mins Recaps over previous lesson on sexuality
This term refers to the socially constructed roles, behaviours, activities,
5 mins and attributes that a given society considers appropriate for men and
women.
It includes characteristics that are not biologically determined, such as
behaviour, interests, strengths, dress or career choices.
Go through gender PowerPoint.
10 mins The slides consist of:
- what is gender
- gender identity/gender expression/ biological sex
Watch the Childhood Gender Roles In Adult Life Video.
20 mins Write a list on the board with other things presented in life with gender
roles. An example of this could be the school dress code, sports, food
In table groups, have the students make a list of factors contributing to
gender roles in society. Think of birthday presents received when
younger, or evens till today. Brands brought for you, school sport you
were involved in, colours in your bedroom, prizes or toys won at events.
Make lists on the board by combining the tables individual lists.
15-20mins Introduce the final assignment Last 20 minutes of class is to be spent
answering or helping students with questions from their final
Introduce the concept of gender stereotyping. Gender stereotyping
refers to stereotyped images of males and females. Images of males and
 females are sometimes difficult to see as stereotypes because they are
strongly connected with deep-seated beliefs about the roles of males
and females in our society. Many people find it disturbing when these
roles are questioned.
20 minutes Through class discussion present these questions:
- What burdens might the young mean and young women feel about
how they should look? E.g dress code, jobs, sporting abilities
- Are these social pressures different for the young men and young
women? As a class do we think these are fair? Could they be harmful?
- What could young people do within their safe sexual relationships to
20 mins ensure they only make decisions they are comfortable with? Prompt
5 mins class discussion on listing effective ways.
Allow Last 20 minutes for work on their Assignments
Distribute exit cards, and mark participation checklist
Check for Pre-Test, viewing the design of groups mind maps on relationships,
understanding exit card answers
Resources Pre-Test (Appendix 1)
Building Respectful Relationships Model
Childhood Gender Roles In Adult Life Video.
Exit Card have 30 copies ready
APPENDIX

UNIT 3 HEALTHY
RELATIONSHIPS MAKE
HEALTHY PEOPLE

YEAR 8
APPENIX 1

Name: YEAR 8 HEALTH

1. What would you define as a healthy relationship?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. Can you give an example of one in your life? E.g. with a family member, peer. Why did
you choose this relationship?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. Where could you go or who could you talk to, if you were experiencing a unhealthy
relationship?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. What is the legal age of consent for sex in Australia?
_____________________________________________________________________

5. What do you understand about gender? What does this word signify to you?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

6. Do you think body image as problem is getting bigger? What things in society influence
our views on body image?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

7. Is there anything YOU specifically want to learn about in relation to: Relationships,
gender, sexuality, Safe sex?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
APPENDIX 2

Human Bingo
Find someone Find someone Find someone Find someone
who has a who exercises who a name who has a
brother once a week starting with birthday in the
the same latter same month as
as yours you
Find someone Find someone Find someone Find someone
with the same who identifies who identifies who is in
pet as you that they have a as the same correct school
healthy noun as you. uniform
relationship in (Her, He)
their life

Find someone Find someone Find someone Find someone

who has a same who has a sister who reads their who
hobbies as you horoscope

Find someone Find someone Find someone Find someone

who has the who has who has who knows how
same amount of Facebook or freckles to speak
family members Instagram another
as you language
APPENDIX
ADDPENIX 3

Todays topic:
List 2 things that were new for you in todays lesson?

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

Was there anything you did not understand?

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

What would you like to learn more about? Or do you have any questions?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

Todays topic:
List 2 things that were new for you in todays lesson?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
________________________________________________________________________________

Was there anything you did not understand?

____________________________________________________________________________________
____________________________________________________________________________________
_________________________________________________________________________________

What would you like to learn more about? Or do you have any questions?
____________________________________________________________________________________
____________________________________________________________________________________
_________________________________________________________________________________
Appendix 4

What characteristics does a healthy vs

unhealthy relationship have?

Healthy Unhealthy
Looks like: Looks like:

Feels like: Feels like:

Talks like: Talks like:

Appendix 5
Scenarios

Would you classify this as a healthy or unhealthy relationship?

What would the next step in this relationship be?

Julias has just discovered that her older sister Gorgia, has been lying to their parents about going out
under age on weekends and who she has been hanging out with. Julia only knows this as she has seen
photos posted on a popular social media site. Julia confronts Gorgia about the photos and is told to not
repeat it to their parents. Julia knows the new group of friends are bad influences and is worried for
Gorgias safety

Would you classify this as a healthy or unhealthy relationship?

What would the next step in this relationship be?

Dale and Isabelle are 15, and have been dating for a few months now. Their families are good friends and
often have dinners and events together, meaning they see each other often and can often sneak off to
be alone. Dale has been pressuring Isabelle for sex over the past few weekends, with Isabelle expressing
she is not interested in that sort of thing and does not want to. Isabelle really likes Dale however and is
worried if she doesnt go through with it, Dale will end their relationship.

Would you classify this as a healthy or unhealthy relationship?

What would the next step in this relationship be?

Kate is a 16 year old girl, who has decided to play womens football this season for a team, within the
new female football league. Kates mum has expressed that she does not want her play football, as she
views football as a mans sport and think she should continue with her participation in the local netball
league. Kates mum has mention to her that if she joins the team, she will not come and spectate and will
not help her out with uniform or fees, or drive her on weekends to the game.
Would you classify this as a healthy or unhealthy relationship?
What would the next step in this relationship be?

Heath and Rhiley are 18, and have been a couple for over a year. On numerous occasions in the past they
have talked in person about becoming intimate and both feel they are not ready, however know they
want to together some day. Heaths friends are constantly asking him if they have had sex yet and one
day says yes, as he feels pressured and judged by them. When Rhiley finds this out she is shocked and
embarrassed, as her friends seem to judge her. Heath apologises to Rhiley. What relationships are
present in this situation?

Would you classify this as a healthy or unhealthy relationship?

What would the next step in this relationship be?

Ebonee has recently just started working at her first job, in the little caf in town. She is the youngest
employee here, and sometimes feel disadvantaged because of this. A lot of older students from her high
school also work here, and have invited her out on weekends to attend parties with them. They have
said not to bring anyone her age and have offered to buy her alcohol as she is too young to purchase this
herself. One of the older male employees often messages her on social media and has say in the rosters,
frequently putting them on together for closes. The last two closes they have had together he has
offered to drop her home and has tried to hug her when they close up. Last night he asked her to go to
the movies with him on the weekend.
Appendix 6

ME
 Appendix 7
Possible answers
What words do you think of that relate to healthy and unhealthy relationships?

A Appreciated, Acceptance, Abuse-Physical/Verbal/Financial/Psychological/Sexual/Social, Arguments

B - Blame

C Consideration, Caring, Communication, Compromise, Control, Coercion

D Domestic Violence

E Equality

F Friendship, Forgiveness, Fun, Freedom

G Good looks, Giving

H Happy, Honesty, Humour, Hostility

I Integrity, Isolation, Inequality, Intimidation

J Jealousy

K - Kind

L Love, Loyalty, Laughter

M Money, Mutual Respect, Manipulating

N Negotiation, Neglect

O - Openness

P Privacy, Patience, Physical Attraction, Personal Growth, Problem Solving

Q-

R Respect, Reliable

S Safety, Sex, Support, Security, Shared Responsibility, Shared Power/Time/Finances

T Trust, Talking, Time out, Threats

U - Understanding

V - Violence

W Worried

X-

Y-
 What words do you think of that relate to healthy and unhealthy relationships?

B-

K-

O- Appendix 7

Q-
Appendix 8
R SITUATION CARDS

U-

V-

W-

X-

Y-

Z-
Appendix 8

Your partner puts effort into Your girlfriend/boyfriend takes

talking to your friends and family. you to the movies to celebrate
your birthday

Your partner apologised after Your partner will sometimes put

getting angry, when you didnt you down for things you say or
show up on time to meet them do

Your partner checks on you all Your partner has had a bad day,
time, to find out who you are and doesnt feel like spending
with, and what you are doing. time with you

Your partner texts you all of the Your partners just wants to hang
time out with their friends and not
you
Appendix 9
OUR SURROUND INFLUENCES LESSON 5
Name:_________________________ Year 8 Health - Relationships

What Influences Our Relationships?

As a table group, make an extensive list of at least 20 influences on a persons
relationships and their sexual health. For example: upbringing, family, friends,
relationships, role models, stereotypes, body image.

*Everyone must fill out a worksheet to put towards your Health Folder.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
APPENDIX 10
Internet Resources for Final Assignment
Healthy Active Kids
https://www.healthyactivekids.com.au/

SHine SA - Sexual Health Information Networking & Education

www.shinesa.org.au/

Reach out

http://au.reachout.com/

American Sexual Health Association

919-361-8488
8 a.m. to 8 p.m. EST, Monday to Friday
http://www.ashastd.org

Centers for Disease Control (CDC) INFO

800-CDC-INFO (232-4636)
Twenty-four hours a day, seven days a week
http://www.cdc.gov

Crisis Call Center

800-273-8255 or text ANSWER to 839863
Twenty-four hours a day, seven days a week
http://crisiscallcenter.org/crisisservices.html
GLBT National Youth Talkline
800-246-PRIDE (7743)
4 p.m. to 12 a.m. EST, Monday to Friday
12 p.m. to 5 p.m. EST, Saturday
http://www.glnh.org/talkline

Planned Parenthood National Hotline

800-230-PLAN (7526) - for routing to local resources
Twenty-four hours a day, seven days a week
http://www.plannedparenthood.org

Thursdays Child National Youth Advocacy Hotline

800-USA-KIDS (800-872-5437)
Twenty-four hours a day, seven days a week
http://www.thursdayschild.org

Trans Lifeline
U.S.:(877) 565-8860
Canada: (877) 330-6366
This hotline is staffed by volunteers who are all trans identified and educated in the range of difficulties
transgender people experience. Operators are generally available twenty-four hours a day, seven days a week.
http://www.translifeline.org
Appendix 11
Pre- Test on STIs

STI Quiz

1. A person can have a sexually transmitted infection (STI) and not know it. _________

2. It is normal for females to have some vaginal discharge. _________

3. Once you have had an STI and have been treated, you cant get it again. _________

4. HIV is mainly present in semen, blood, vaginal secretions, and breast milk. _________

5. Chlamydia and gonorrhea can cause pelvic inflammatory disease. _________

6. A pregnant female who has an STI can pass the disease to her fetus or newborn. _________

7. Most STIs go away without treatment, if people wait long enough. _________

8. STIs that are not treated can cause infertility. _________

9. Birth control pills offer excellent protection from STIs. _________

10. Condoms can help prevent the spread of STIs. _________

11. If you know your partner, you cant get an STI. _________

12. Chlamydia is the most common STI. _________

13. Sexually active individuals should get an annual STI-detection test from their doctor. _________

14. What advice would you give someone who thought he or she might have an STI?

15. How can you avoid contracting an STI?

Answers from STI Quiz
1. A person can have a sexually transmitted infection (STI) and not know it. TRUE

2. It is normal for females to have some vaginal discharge. TRUE

3. Once you have had an STI and have been treated, you cant get it again. FALSE

4. HIV is mainly present in semen, blood, vaginal secretions, and breast milk. TRUE

5. Chlamydia and gonorrhea can cause pelvic inflammatory disease. TRUE

6. A pregnant female who has an STI can pass the disease to her fetus or newborn. TRUE

7. Most STIs go away without treatment, if people wait long enough. FALSE

8. STIs that are not treated can cause infertility. TRUE

9. Birth control pills offer excellent protection from STIs. FALSE

10. Condoms can help prevent the spread of STIs. TRUE

11. If you know your partner, you cant get an STI. FALSE

12. Chlamydia is the most common STI. TRUE

13. Sexually active individuals should get an annual STI-detection test from their doctor. TRUE

Short Answer

14. What advice would you give someone who thought he or she might have an STI?

Go to an STI clinic or physicians office for a checkup.

15. How can you avoid contracting an STI?

Abstain from sexual intercourse, engage in lower-risk sexual activities, use condoms every time you
have sexual intercourse, get a hepatitis B vaccination, and refuse to share needles.
APPENDIX 12
Reach Out STI CARDS
Chlamydia
Infection of mucous
membranes lining the
genitals can lead to
inflammatory disease (PID)
in women and infertility in
men and women.
Gonorrhoea
Bacterial infection of
genitals, throat or anus, can
lead to infertility
particularly in women.
Syphilis
Bacterial infection entering
the body through breaks in
skin or linings of the genital
area; over time, goes on to
damage internal organs
(heart, brain, spinal cord)
Genital warts
Human papillomavirus
(HPV) causes fleshy or flat
lumps may be present
By having vaginal or anal sex Women often have no
without a condom with symptoms or may have
someone who has the infection; pain with sexual
from mother-to-baby (eye and intercourse, lower
chest infection) abdominal pain, changes
in bleeding pattern. Men
may have no symptoms or
may have watery or thick
discharge from penis, pain
or urinating.
By having vaginal, anal or oral Women usually have no
sex without a condom with symptoms, but may have
someone who has the infection; pain with sex, vaginal
from mother-to-baby (eye discharge, lower
infections). abdominal pain. Men may
have no symptoms or
discharge from penis,
discharge from anus, pain
in testicles, pain on
urinating.
By having vaginal, anal or oral Painless ulcer (chancre)
sex without a condom with usually on genitals; later
someone who has the infection; swollen glands, rash, hair
from mother-to-baby across loss.
placenta during pregnancy
(congenital syphilis).
HPV transmitted by direct skin- Fleshy or flat lumps on or
to-skin contact, usually during around genitals, anus, groin
sex; from mother-to-baby. or thigh.
even if not visible
Genital herpes
Herpes simplex virus causes someone with the virus; from
skin infection usually on mother-to-baby.
mouth and lips (cold sores)
or on genitals.
Non-specific urethritis (NSU)
Infections that cause
inflammation of the urethra.
Trichomoniasis
Trichomonas vaginalis, a
small parasitic organism,
causes irritation in the
vagina in women and can
cause an irritation inside the
penis in men.
Hepatitis A
Viral infection which affects
the liver.
Hepatitis B
Viral infection which affects
Sometimes no identifiable
source of transmission.
Close skin contact with
Can be caused by chlamydia
or by bacteria, viruses or other
organisms.
During sexual intercourse with
an infected person.
Mainly through contaminated
food or water or not hand-
washing after toilet/before food vomiting, abdominal pain,
etc. Can be through anal sex
and oral-to-anal contact.
By having vaginal, anal or oral
sex without a condom with
someone who has the infection; vomiting, abdominal pain,
form mother-to-baby. By
Painful, red blisters, little
sores or ulcers, flu-like
symptoms, and sometimes
a discharge.
Women usually have no
symptoms. Men have
discharge from the penis,
pain on urinating, but
sometimes there are no
symptoms.
Women may have no
symptoms, but there may
be a yellowy-green frothy
vaginal discharge. Men
usually have no symptoms.
Often no symptoms, or may
have mild flu-like illness, or
dark urine and yellowing of
the skin and whites of the
eyes.
May have no symptoms or
mild flu-like illness or
dark urine and yellowing of
the liver. sharing needles, syringes, the skin and whites of the
toothbrushes, razors and eyes.
unsterilized instruments that
pierce the skin. Blood
transfusion in countries that do
not pre-test blood for
transfusion.

Hepatitis C After contact with infected Often no symptoms or may

Viral infection which affects
the liver.
blood or by sharing needles or have mild, flu-like illness or
syringes or possibly through vomiting, abdominal pain,
sexual contact. Blood dark urine and yellowing of
transfusion in countries that doe the skin and whites of the
no pre-test blood for eyes.
transfusion.

HIV HIV is transmitted through Usually no obvious

Human Immunodeficiency blood, semen and vaginal symptoms for many years.
Virus attacks the white fluids, sharing needles and from
blood cells and causes mother-to-baby. Blood
damage to the immune transfusion in countries that do
system so that it can be not pre-test blood for
difficult to fight off infections. transfusion.

Pelvic inflammatory disease Usually by having vaginal sex Pain during sex, sore
(PID) without a condom with abdomen or back, heavy,
An infection of the womb someone who has gonorrhoea irregular or painful periods,
and fallopian tubes that can or chlamydia. spotting, high temperature,
cause infertility. feeling sick; sometimes no
symptoms.

Pubic lice crabs By close body contact, usually Intense itching in the pubic
Small lice that live in the during sex with an infected area, small nits (eggs) on
pubic hair and cause person. Can be spread via pubic hair.
infected bedding and clothing.
irritation.
Scabies
Small mites that burrow into
the skin cause irritation.
Thrush or candidiasis
Irritation of mucous
membranes from a yeast
organism. It can occur in or
around the vagina, and on
the tip of the penis.
Cystitis
Bacteria cause
inflammation of the bladder
lining; can spread to bladder properly. Much more
kidneys and cause damage common in women than men.
to kidney function.
Bacterial vaginosis
If the control of the normal
bacteria in a healthy
vagina fails, an overgrowth
of certain bacteria can
occur. The acid/alkaline
balance is upset and
irritation results.
By close body contact,
sometimes during sex. Can be
spread by sharing clothes or
bedding.
Yeast overgrowth may occur
when antibiotics are used,
during pregnancy, with
diabetes, or when immunity is
lowered. It can occur after sex,
but also without sex.
Bacteria from around the anus
getting into the urethra and
bladder, not emptying the
It may be brought on by
anything that changes the
balance in the vagina, eg, new
sexual partners, increased
sexual activity.
Itching, worse at night, and
a rash on the body.
Women have vaginal or
vulval itching and a thick,
whitish vaginal discharge.
Men have itching and may
have a red rash on the
head of the penis or a
discharge under the
foreskin.
Burning sensation when
urinating, needing to
urinate urgently and more
often than usual, cloudy,
bloodstained or smelly
urine, aching in lower
abdomen or back.
Greyish white, smelly
vaginal discharge.
Appendix 13

Types of Contraception Lesson 10

1 type of contraception per table
Types of contraception. (2016). ReachOut.com. Retrieved 25 May 2016, from
http://au.reachout.com/types-of-contraception

Contraceptive pills

"The pill" is a common form of hormonal contraception available in two forms:

combined oral contraception, and progestogen-only pills. By using sex hormones to
change fertility, combined oral contraceptive pills prevent the release of an egg.
Whereas, progestogen-only pills mainly work to prevent pregnancy by thickening
the mucus at the cervix, which makes it difficult for sperm to enter the uterus.
The upside- the pill is very effective at preventing pregnancy if taken properly every
day. The combined pill, for example, is 99% effective if used correctly which means
following all the instructions given by the doctor.

The downside- the pill does not protect from STIs and can occasionally have some
negative side effects. All of these treatments have a cost involved and are
dependent on having a doctor prescribe them. You need to remember to take the
pill every day. You can use condoms at the same time as the pill to be extra careful.

The vaginal ring

The vaginal ring is a flexible ring (around 5 cm in diameter) which you put into the
vagina each month. It contains hormones that are released continuously for three
weeks, until it needs to be replaced with a new one. Vaginal rings, in the same way
as the combined pill, prevent ovulation, and therefore work to stop pregnancies.

The upside you dont have to remember to take a pill every day.

The downside the vaginal ring is more expensive than many pills. You'll also need
to feel comfortable about putting the ring into the vagina. It can have the same side
effects as the combined pill and it doesn't protect you from STIs but you can use it
at the same time as a condom
The contraceptive implant

The contraceptive implant is a flexible rod which is inserted just under skin of the
inside upper arm. It works by releasing hormones that stop the release of the egg
from the ovary. It provides very effective contraception for up to 3 years.

The upside- it is very effective because you dont have to remember to do

something every day or each time you have sex. It is cost effective because it lasts
a long time and is immediately reversible.

The downside you need to have the implant put in and taken out by a doctor. It
can have some side effects in some women

The copper IUD

Copper IUDs doesn't contain hormones, but work by releasing a small amount of
copper into a woman's uterus, which in effect causes the uterus to inflame and
prevents sperm from being able to fertilise an egg. Copper IUDs can lasts for up to
10 years.

The upside they are very effective methods of contraception and you dont have
to remember to do something every day.

The downside you have to get the IUD inserted by a doctor. The IUD can have
some side effects and you have to feel comfortable about having the IUD inserted
into the uterus. This can sometimes be more difficult if you have not had children.
The copper IUD can make your periods heavier. They do not protect you from STIs
but you can use them with condoms
Condoms and diaphragms

These methods include condoms and the diaphragm and rely on blocking access of
sperm to the egg. Male condoms are made of latex or polyurethane. Female
condoms are made of polyurethane. The diaphragm is a silicone barrier which fits
over the cervix to stop the sperm from meeting the egg.

The upside - They usually have less side effects than hormonal methods. The male
and female condom also reduces the risk of STIs. Condoms are easy to buy and
you dont need to see a doctor to get them.

The downside They need to be used every time you have sex. They are not as
effective at preventing pregnancy as hormonal treatments. The diaphragm doesnt
protect against STIs. You need to see a doctor or nurse to have a diaphragm fitted
and there is a cost involved. You need to feel comfortable putting the diaphragm
into the vagina before you have sex

Emergency Contraception

If you've had unprotected sex or are worried that a form on contraception you were
using might not have been effective (perhaps your condom broke), the emergency
pill can be used. The emergency contraceptive pill is a hormonal method of
contraception that can be taken up to 72 hours after having sex. It works by
preventing the fertilisation or the implantation of an egg, and is more effective the
sooner you take it.

The upside- Does not have to be used on a regular basis. Available over the
counter at pharmacies.

The downside- Does not protect from STIs. Some medications can reduce the
effectiveness of emergency contraception.
ASSESMENT
Participation Check List
A X in a box = participation and engagement was was presented during the class
 YEAR 8 HEALTH FINAL ASSIGNMENT Due: Week 5, Tuesday
Health is an extremely important concept in everyones lives, it
surrounds everything we do. When looking for help or someone
to talk to, how do you know it is reliable source.
Task: To find 5, credible websites that can be used people of any
age and access help or become in contact with professionals.
You also must find one local professional that you could also talk
to if you were having troubles with safety in relationships.
An example of this could be counsellor or pastoral support care
worker. An example of how this should be set out:
Website: How do you know it is reliable? E.g. .gov, .org
Summary:
Who is it aimed at

What does it promote

Could you find contact numbers

Is there a physical office

How old is the website

A summary of what IS related to relationships/sexuality/gender

Could anything from this source be implemented within our school

Would you access this website yourself if need be?

120 words per resource

Local Professional: E.g. School counsellor
Office hours

School website, to find working hours, office, qualifications

100 words
 Rubric for Assignment

4 3 2 1
Websites sourced All sources (information All sources (information All sources (information Some sources are not
and graphics) are and graphics) are and graphics) are accurately documented.
accurately documented in accurately documented, accurately documented,
the desired format. All but a few are not in the but many are not in the
websites are credible desired format. All desired format. Some
websites are credible Websites are credible

Summary Construction All paragraphs include Most paragraphs include Paragraphs included Paragraphing structure
introductory sentence, introductory sentence, related information but was not clear and
explanations or details, explanations or details, were typically not sentences were not
and concluding sentence. and concluding sentence. constructed well. typically related within
the paragraphs.

Spelling and Grammar No grammatical, spelling Almost no grammatical, A few grammatical Many grammatical,
or punctuation errors. spelling or punctuation spelling, or punctuation spelling, or punctuation
errors errors. errors.

NAME: _____________________________________ Year 8 Health

Comments/Grade:_________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Rubric for Healthy Relationships for Healthy People Folder Work
Including:
Pre-Test for unit
Healthy Vs Unhealthy Relationships
My Relationships Circle
Our Surrounding Influences work sheet
Final Assignment

4 3 2 1
Participation Routinely provides Usually provides Sometimes provides Rarely provides useful
useful ideas when useful ideas when useful ideas when ideas when
participating in the participating in the participating in the participating in the
group and in group and in group and in group and in
classroom discussion. classroom discussion. classroom discussion. classroom discussion.
A definite leader who A strong group A satisfactory group May refuse to
contributes a lot of member who tries member who does participate.
effort. hard! what is required.

Quality of Work Provides work of the Provides high quality Provides work that Provides work that
highest quality. work. occasionally needs to usually needs to be
be checked/redone checked/redone by
by other group others to ensure
members to ensure quality.
quality.

Organisation Brings needed Almost always brings Almost always brings Often forgets needed
materials to class and needed materials to needed materials but materials or is rarely
is always ready to class and is ready to sometimes needs to ready to get to work.
work. work. settle down and get
to work

Working with Almost always listens Usually listens to, Often listens to, Rarely listens to,
to, shares with, and shares, with, and shares with, and shares with, and
Others
supports the efforts supports the efforts supports the efforts of supports the efforts of
of others. Tries to of others. Does not others, but sometimes others. Often is not a
keep people working cause \"waves\" in is not a good team good team player.
well together. the group. member.

Effort towards to Work reflects this Work reflects a Work reflects some Work reflects very
student\'s best strong effort from effort from this little effort on the part
folder
efforts. this student. student. of this student.
presentation
Comments:_______________________________________________________
________________________________________________________________
________________________________________________________________

References
A Toolbox for creating healthy places to learn and play. (2001). Retrieved 28 May 2016, from
http://achpernt.com.au/app/webroot/uploaded_files/media/whats_it_all_about.pdf

ACHPER- http://achpernt.com.au/app/webroot/uploaded_files/media/whats_it_all_about.pdf

Active Healthy Life Styles. (2016). Retrieved 27 May 2016, from

http://www.edu.gov.mb.ca/k12/cur/physhlth/frame_found_gr12/rm/module_e_lesson_1.pdf

Australian Curriculum Assessment and Reporting Authority (ACARA) (2016). Australian Curriculum:
Health and Physical Education Year 7 and 8 Content Descriptors. Retrieved from
http://www.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-
10?layout=1#level7-8

Beyond the Basics: A Sourcebook on Sexual and Reproductive Health Education.. (2001). Retrieved 27
May 2016, from http://www.edu.gov.mb.ca/k12/cur/physhlth/hs_k-8/blms/blm7-5-3.pdf- (STI quiz)

Government of South Australia, Department of Education and Childrens Services. (2010). South
Australian teaching for effective learning framework guide: a resource for developing quality
teaching and learning in South Australia, Retrieved from:
http://www.learningtolearn.sa.edu.au/tfel/pages/tfelresources/satfelframeworkguide/
Date modified: 02 Nov, 2015 /
Nutbeam, D. (2008). The evolving concept of health literacy. Social science & medicine, 67(12), 2072-
2078.

Ottowa Charter for Health Promotion. World Health Organisation. Retrieved 25 May 2016, from
http://http://www.who.int/school_youth_health/media/en/sch_local_action_en.pdf
http://www.safeschoolscoalition.org.au/uploads/67bcaee23b6cd8036e402aa33e4e4490.pdf

RubiStar Home. (2016). Rubistar.4teachers.org. Retrieved 23 May 2016, from

http://rubistar.4teachers.org/index.php?ts=1464622615

SHine SA, & South Australia. Dept. of Health. (2011). Teach it like it is 2: A relationships and sexual
health curriculum resource for teachers of middle school students (aged 11-15). (2nd ed.). Woodville,
S. Aust.: SHine.

Teaching Sexual Health.ca. (2015). Building healthy relationships lesson 1. Retrieved from
http://teachers.teachingsexualhealth.ca/wp-content/uploads/CALM-Relationships-Lesson-1-
2015.pdf

Types of contraception. (2016). ReachOut.com. Retrieved 25 May 2016, from

http://au.reachout.com/types-of-contraception

WA Health - Public Health - School-based sexual health education. (2016). Public.health.wa.gov.au.

Retrieved 30 May 2016, from http://www.public.health.wa.gov.au/2/233/2/schoolbased_sex.pm
Videos:

Bulid Trust and Relationships: https://www.youtube.com/watch?v=wtNOq1Bwtt4

Childhood Gender Roles In Adult Life (Buzz Feed Video)-
https://www.youtube.com/watch?v=381belOZreA
Video 2 what would you change about yourself?
https://www.youtube.com/watch?v=rdeRJEAIcQs
Video link Dove Commercial Photoshop in full effect
https://www.youtube.com/watch?v=iYhCn0jf46U
Video link Gender and Sexuality https://www.youtube.com/watch?v=dF2YOw4xAd4
Video link Stand Out, Schools Program:
https://www.youtube.com/watch?v=MPXQ9npthtg
Video Link: Tea Cup consent, video link:
https://www.youtube.com/watch?v=fGoWLWS4-kU
Video Link: What is an STI? The Academic Edge
https://www.youtube.com/watch?v=llnXtPZOazM