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NATIONAL CURRICULUM TEACHING AND LEARNING PLAN

Learning Area: Religion Teacher:

Standard: 4Year Level: 7

Unit Topic: Being Sexual

Made in the Image of Godhttp://online.cesanet.adl.catholic.edu.au/docushare/dsweb/View/Collection-3387 HPE Links

HPE Australian CurriculumDRAFT Document http://consultation.australiancurriculum.edu.au/Static/docs/HPE/F-10Curriculum.pdf

Key Idea: Students explore the belief that sexuality is integral to the human person and develop an understanding of the teachings of the Catholic Church regarding human sexuality.

- Investigate the impact of transition and change on identities- Evaluate strategies to manage personal, physical and social

changes that occur as they grow older- Investigate and select strategies to promote health, safety and

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Outcome 4.2: Emerging, Reflects upon the implications of adolescent growth and development and engages with Catholic teaching on sexuality and its implications for the sexual behaviour

Strand: Being Sexual

Content, Skills, Attitudes and Dispositions: An appreciation of the human body as an

expression of the image of God. An awareness of the implications of

adolescent growth and development.

wellbeing- Investigate the benefits of relationships and examine their

impact on their own and others’ health and wellbeing- Analyse factors that influence emotions, and develop strategies

to demonstrate empathy and sensitivity- Develop skills to evaluate health information and express health

concerns

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An understanding of masculine and feminine traits as elements of all persons.

An awareness of the ways sexual behaviour reflects self-image and self-understanding.

An appreciation of the unitive and procreative nature of sexual intercourse as expressed in marriage.

Crossways Outcomeshttp://online.cesanet.adl.catholic.edu.au/docushare/dsweb/View/Collection-3281

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Key Idea:

Strand:

Content, Skills, Attitudes and Dispositions:

Child Protection Curriculum

Term 1 Term 2 Term 3 Term 4

7 The Right to be SafeSafety and risk taking

RelationshipsRights and

Recognising and Reporting Abuse

Protective StrategiesProblem solving

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Early warning signs and emergencies

responsibilities in relationships

Power in relationships Bullying as an abuse of

power

Recognizing abuse Identifying abuse and

neglect Electronic media abuse

strategies Network review and

community support

8 The Right to be SafeSafety and risk taking Early warning signs and

emergencies

RelationshipsRights and

responsibilities in relationships

Power in relationships

Recognising and Reporting Abuse

Recognizing abuse Identifying abuse and

neglect

Protective StrategiesProblem solving

strategies Network review and

community support

GENERAL CAPABILITIEShttp://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General-capabilities-in-the-Australian-CurriculumLiteracy

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Students understand the language used to describe health status, products, information, and services. They alsodevelop skills that empower them to be critical consumers able to access, interpret, analyse, challenge, and evaluate the ever-expanding and changing knowledge base and influences in the fields of health and physical education. Students also learn to comprehend and compose texts related to Health and Physical Education. This includes learning to communicate effectively for a variety of purposes to a range of audiences, express their own ideas and opinions, evaluate the viewpoints of others and express their emotions appropriately in a range of social and contexts and with different audiences.NumeracyAs students engage with Health Education they see the importance of numeracy, select relevant numeracy knowledge and skills, and apply these appropriately. Students interpret and analyse health and physical activity information using statistical reasoning, identifying patterns and relationships in data. Using these to consider trends, they draw conclusions, make predictions, and inform behaviour and practices.ICTStudents further develop their understanding of the role ICT plays in the lives and relationships of children and

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young people. They explore the nature of these tools and the implications for establishing and managing relationships in the 21st century. Students develop an understanding of ethical online behaviour including protocols and practices for using ICT for respectful communication. Students use ICT as key tools for communicating, collaborating, creating content, seeking help, accessing information and analysing performance in the Health and fieldCritical and Creative ThinkingStudents learn how to critically evaluate evidence related to the learning area and the broad range of associated media messages, and creatively generate and explore original alternatives and possibilities. In Health and Physical Education, students’ critical and creative thinking skills will be developed through learning experiences that encourage them to seek solutions to health issues. They do this by designing effective and appropriate strategies and products that promote personal, social and community health and wellbeing. Students will also use critical thinking to challenge societal factors that negatively influence their own and others’ health and wellbeing.Ethical UnderstandingFocuses on the importance of treating others with integrity, fairness, and compassion, and of valuing and respecting

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diversity and equality for all. Students examine ethical principles and codes of practice appropriate to different contexts such as at school, at home, in the community, in relationships, in the natural environment and when using digital technologies, such as social media. They develop the commitment and capacity to apply these principles consistently.Personal and Social CapabilityStudents use personal and social capability to work collaboratively with others to appreciate their own strengths and abilities and those of their peers and develop a range of interpersonal skills such as communication, negotiation, teamwork, leadership and an appreciation of diverse perspectives. The curriculum provides opportunities for students to explore their own personal identities and develop an understanding of factors that influence and shape a sense of identity. Students learn how to recognise, understand, validate, and respond appropriately to their own emotions, strengths and values.Intercultural UnderstandingStudents appreciate that differences in beliefs and perspectives may affect how some people make food and health choices. They recognise occasions when tensions between individuals and groups are based on cultural differences,

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and learn to act in ways that maintain individual and group integrity and that respect the rights of all. They will be able to examine stereotypical representations of various social and cultural groups in relation to community health issues. In doing so, students gain an understanding of how culture shapes personal and social perspectives and interactions. They also gain an understanding of what is valued within their families, social groups, and institutions and other cultures within the broader community.

CROSS-CURRICULUM PRIORITIEShttp://www.australiancurriculum.edu.au/CrossCurriculumPriorities

Aboriginal and Torrens Strait IslanderHistories and Cultures

Students will explore the importance of family and kinship structures for maintaining and promoting health, safety and wellbeing within their community and the wider community.Asia and Australia’s engagement with AsiaWhile exploring health and movement in the context of Asia, students develop an understanding of the links between humans, environments, and active living practices.

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SustainabilityStudents will develop an understanding of the principles of sustainable practice. They will explore concepts of diversity, social justice, and consumerism as they relate to the promotion and maintenance of health and wellbeing, and the importance of ensuring equitable access and participation for all community members. They will advocate and undertake actions to create and preserve environments that support healthy, active living. These include learning in, and about, the outdoors, and the creation of spaces for outdoor learning. Through their actions, students will develop the capacity to contribute to a sustainable future.

CROSS- CURRICULUM LINKS

LINKS TO DATA- eg NAPLAN, samples of work, observations, tests,

RESOURCES

Scootle Learning Objects = The Endocrine System https://www.scootle.edu.au/ec/login.action sign up and locate

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this learning object to teach students about the role of hormones. ‘Things are Changing’ (Choicez Media, 2007)‘It’s Your Choice’ – Part One – Cultural and Media Pressures (Choicez Media, 2005)CHURCH TEACHINGMatthew19:3-12, 5:31-32Mark 10:2-12Luke 2:41-52John 15:1-18Ephesians 4:15-16Romans 12:4-6

ASSESSMENT WEIGHTING % DUE DATE

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Teaching and Learning Opportunities

Timing KEY INQUIRY QUESTIONS/CONCEPTS

LESSON CONTENTAND PROMPTS

CAPABILITY LINK

ASSESSMENT ADJUSTMENTS

Human images. Look at photographic imagesof people (e.g. in the book Family, Friendship,Love and Laughter by the Fresh MILK Project)and consider how the human body is anexpression of God’s image.

Masculine vs feminine. Categorise a list ofvirtues (Virtue Cards, The Virtues Project,Popov and Popov) as ‘typically male’, ‘typicallyfemale’ or ‘typically both.’ Reflect on thedecisions made as a female or male. Does thisdescribe you or the males/females that youknow? What conclusions can you draw?

What is sexual behaviour? Why do peoplebehave in a sexual manner? (For example,dating, kissing, touching, flirting, sexualintercourse, sexual comments and innuendo,sexual texting, chatting online in a sexualmanner) What messages can such behavioursconvey? What are the possible implications?

Unitive. Explore the meaning of ‘unitive’.Brainstorm a list of activities or situations whichmight unify humans. What are the benefitsassociated with humans being unified? Whatare the responsibilities? Compare findings

Examples of EvidenceResearch the role of hormones in growth and development. Key aspects can be divided up and students can present their findings to the group. e.g. hypothalamus,pituitary gland, luteinising hormone, follicle stimulating hormone, testosterone, oestrogen, progesterone.

Explore the meaning of procreative (procreative) and the vocation of parental love. Why does the Church say that sexual intercourse isboth unitive and procreative? Why does the Church teach that marriage is the best place for sexual intercourse?

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with the Catholic Church belief that sexualintercourse is unitive as well as procreative.

Procreative. Explore the meaning of‘procreative’ (pro-creative) and the vocationof parental love. Why does the Church saythat sexual intercourse is both unitive andprocreative? Why does the Church teachthat marriage is the best place for sexualintercourse?

Guided meditation. Lead students througha meditation whereby they make themselvesaware of aspects of their own body and thevalue and wonder of each. For example: Myhands and arms enable me lift, wave, touchand feel. Follow up with a journal reflection inwhich students consider a relevant scripturepassage such as 1 Corinthians 6:19-20 orGenesis 1:27 (with inclusive language).

Sexual ‘norms’. Interpret sexual ‘norms’communicated in various music clips, songlyrics, magazine advertisements, televisionshows. (Be sure to preview anything that isgoing to be shown to the class, being carefulnot to show images that are too explicit.)What messages are being communicatedabout sexual behaviour? (For example: Bodiesare objects to be used and lusted after; thereare few consequences of sexual behaviour;it is good to follow one’s own desire and get

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what you want from another…) How is thisat odds with the Catholic belief that humansare made in the image of God and deservingof the utmost dignity and respect? View It’sYour Choice – Part One – Cultural and MediaPressures (Choicez Media, 2005). Find images/songs etc that depict sexuality as a gift fromGod, to be respected valued and used for thegood of others.

Virtues Card Assessment Task:Create virtues cards that record the virtue and definition on one side and the practice of that virtue on the other. Virtues include: patience, kindness, peace, joy, love, faithfulness, prudence, self-control, gentleness, charity, serenity.

Masculine and Feminine:Create a table with three coloums titled “typically male, typically female, typically both. Place the virtues accordingly underneath these headings. Does this match your experience of males or females you know. Explain what came to mind as you placed each title under the headings. Give examples of each one.

Research the role ofhormones in growthand development. Key aspects can be dividedup and students can present their findingsto the group. e.g. hypothalamus, pituitarygland, luteinizing hormone, folliclestimulating hormone, testosterone, oestrogen,

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progesterone.

Explore the meaningof procreative (procreative)and the vocation of parentallove. Why does the Church say that sexualintercourse is both unitive and procreative?Why does the Church teach that marriage isthe best place for sexual intercourse.

Implications of puberty.Considering the physical and hormonal changes that occur during puberty, explore the possible implications of this rapid period of growth and development. students think of 3 or 4 responses, meet with a partner and combine their ideas,then join up with another pair and combine ideas again. Results could be categorised in an appropriate way and presented back to the class.

Reproductive systems. Revise theprocesses of male and female fertility.Emphasise the fragility of the systems and the ways in which they can be damaged.

Stages of puberty. Create a timelineof stages of puberty based on Tanner’sresearch.

Miracle of life. Revisit the process ofconception and growth in the womb. Useultrasound footage, foetal models, or 3-D

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photographic images of the development of a foetus to learn about the different stages. Respond to the miracle of new life through poetry, art or music and bring responses to prayer.

ReflectionEg What worked? What would you change? How engaged were the students?

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