Charlotte Twizell (2095038)

EDUC4729
Curriculum Specialiatio!
Stra!" #$ %ealth
Assignment 1:
Teaching and Learning Plan
&art '$ U!it &la!
(i""le School %ealth ()ear 8) Se*ual E"ucatio!
School St +oh!, -rammar Subject/ Year level %ealth .
&D/ )ear 8
Year Level$ )ear 8 %ealth/&D
Topic$ Se*ual %ealth
Class time: '* i!0le leo! a!" '* "ou1le leo! a wee2 (5 wee2
u!it)
Unit outcome description:
# a reult o3 participati!0 i! thi 45e6wee2 e*ual e"ucatio! u!it7
tu"e!t will lear! the "i8ere!ce 1etwee! health9 a!" u!health9
"e5elopme!t a!" pro0reio! o3 i!timate relatio!hip: Stu"e!t will
ha5e a! u!"erta!"i!0 o3 e*ualit9; ha5e u!"erta!"i!0 o3 pu1ert9
a!" how it a8ect the 1o"97 1oth ph9icall9 a!" emotio!all9 a well
a 1ecomi!0 a! a"olece!t: Di8ere!t 3orm o3 co!traceptio! will 1e
"icue" a well a the t9pe o3 e*uall9 tra!mitte" i!3ectio!
(ST<,) people ca! co!tract: Thi u!it will aim to promote poiti5e
attitu"e towar" e*ual i"e!tit9 a!" poiti5e el36eteem a!"
u!"erta!"i!0 apect o3 e*ualit9: Stu"e!t will ha5e the 2ill
!ecear9 to ma2e i!3orme" choice i! relatio!hip a the9 e*plore
i"e!tit97 relatio!hip a!" i!timac9:
ACAA !utcomes:
&ero!al7 Social a!" Commu!it9 =i!2
>ei!0 health9 a3e a!" acti5e$
" #nvestigate the impact o$ transition and change on
identities %ACPPS&'&(
6 E*ami!i!0 the impact o3 ph9ical cha!0e o! 0e!"er7
cultural a!" e*ual i"e!titie (?S7 (%)
0 6 <!5eti0ati!0 how cha!0i!0 3eeli!0 a!" attractio! are part o3
"e5elopi!0 e*ual i"e!titie ((%7 ?S)
1 6 <"e!ti39i!0 3eeli!0 a!" emotio! aociate" with tra!itio!7 a!"
practici!0 el36tal2 a!" help6ee2i!0 trate0ie to ma!a0e
thee tra!itio! ((%7 S)
2
" Practise and appl) strategies to see* help $or themselves
or others %ACPPS&'+(
3 6 E*ami!i!0 ce!ario to hi0hli0ht how emotio!7 "ipoitio! a!"
"eciio! ma2i!0 ca! a8ect outcome (S7 (%7 @A7 ?S7 #D7
'
Charlotte Twizell (2095038)
%>&#)
4 6 Colla1orati!0 with peer to u00et trate0ie the9 coul" ue i!
emer0e!cie (#D7 ?S7 S7 (%)
5 6 E*plori!0 help6ee2i!0 ce!ario 9ou!0 people e!cou!ter a!"
hari!0 trate0ie 3or "eali!0 with each ituatio! (?S7 @A7 #D7
(%7 S)
Commu!icati!0 a!" i!teracti!0 3or health a!" well1ei!0$
,evelop s*ills to evaluate health in$ormation and e-press
health concerns %ACPPS&'.(
6 6 &ractici!0 wa9 to commu!icate co!cer! a1out their health to a
5ariet9 o3 upport people (S7 ?S7 @A7 #D7 %>&#7 (%)
6 &ropoi!0 wa9 to upport other who are 0oi!0 throu0h a
challe!0i!0 time (@A7 #D7 %>&#7 ?S7 (%7 S)
Lesson outline:
>elow i a 1rie3 outli!e o3 what will 1e co5ere" i! each leo! o3 the
u!it:
/ee* 1
Lesson 1$ <!tro"uctio!/ >ei!0 a! a"olece!t
6 De5elop cla e*pectatio! (cla a0reeme!t)
6 B5er5iew o3 the u!it
6 ?e6cap o3 lat term (relatio!hip)
6 Chat i mea! to ha5e a relatio!hip a!" 1ecome i!timate
with omeo!e
6 Carm6up acti5it9 (lit a ma!9 !ame 3or$ pe!i7 5a0i!a7
1reat7 e* i! D0 ec)
6 Chat "o the9 alrea"9 2!ow (e*it car"/ Euetio! 1o*)
Lesson +0 1: ?elatio!hip
6 %ealth9 5 u!health9 relatio!hip
Trut
FSe*ti!0,
Domi!a!ce/ Co!trol
6 %omoe*ualit9/ %etroe*ual ("i8 t9pe o3 relatio!hip)
6 Chat "o the9 2!ow a1out whe! people tart 1ecomi!0
Fcouple,
6 &or! (1rie3) what i itG (Show clip)

/ee* +
Lesson 2$ &u1ert9
6 Chat it mea! to 1e a! a"olece!t
6 &u1ert9 i!tro (powerpoi!t)
6 Chat "o the9 alrea"9 2!ow (e*it car"/ Euetio! 1o*)
Lesson 30.: &u1ert9 (co!ti!ue")
6 The cha!0e tee!a0er 0o throu0h (powerpoi!t)
6 #cti5it9 (5alue wal2/ a0ree "ia0ree)
2
Charlotte Twizell (2095038)
6 &h9ical a!" emotio!al cha!0e (relate 1ac2 to relatio!hip
a!" wh9 a"olece!t tart to thi!2 more a1out e*)
/ee* 1
4Lesson ': ?epro"ucti5e 9tem (pu1ert9 co!ti!ue")
6 Chat i the purpoe o3 the repro"ucti5e 9tem (powerpoi!t)
6 (ale a!" @emale repro"ucti5e 9tem
6 #cti5it9 heet la1eli!0 the 1oth 9tem
Lesson 50 6: Co!traceptio!
6 @orm o3 co!traceptio!
6 &re0!a!c9
6 Chat are ST<,
6 #cti5it9
/ee* 2
4Lesson 1&: Co!traceptio! . ST<, (co!ti!ue")
6 ST<,
6 %ow to pre5e!t ST<, (how co!"om 5i"eo)
6 <!tro"uce ummati5e ta2
Lesson 1101+: Summati5e Ta2
6 Br0a!ize cla i!to 0roup to 1ei!0 ummati5e ta2
6 Cor2 o! ummati5e ta2
/ee* 3
Lesson 11: Summati5e ta2
6 Cla time allocate" to wor2 o! ummati5e ta2
Lesson 12 0 13:
6 @irt hal3 o3 leo! to 4!alie pree!tatio!
6 &ree!t poter to the ret o3 the cla
Learning !bjectives:
6 Stu"e!t will u!"erta!" the "i8ere!ce 1etwee! health9 a!"
u!health9 "e5elopme!t a!" pro0reio! o3 i!timate
relatio!hip:
6 Stu"e!t will u!"erta!" how pu1ert9 a8ect the 1o"9:
6 Stu"e!t will 2!ow the "i8ere!t 3orm o3 co!traceptio!
a5aila1le:
6 Stu"e!t will 2!ow t9pe o3 e*uall9 tra!mitte" i!3ectio!
that are arou!"7 their 9mptom a!" how to pre5e!t them:
Assessment Strategies:
7ormative:
6 Stu"e!t will 1e 0i5e! e*it car" at the e!" o3 leo! to ee
what the9 ha5e lear!t o 3ar7 what ele the9 wa!t to lear! a!" o!e
thi!2 the9 3ou!" i!tereti!0:
6 There will alo 1e a Euetio! 1o* 3or the opportu!it9 to a2
a!9thi!0 the9 ma9 !ot ha5e 3elt com3orta1le hari!0 i! cla:
3
Charlotte Twizell (2095038)
6 Stu"e!t will alo ha5e ome Euizze7 acti5itie a!" F5alue
wal2, that will 1e 0oo" i!"icator o3 what the9 are lear!i!0 a!"
u!"erta!"i!0:
Summative:
6 Stu"e!t will 1e aee" o! their 4!al piece o3 wor2; to
pree!t a metho" o3 co!traceptio! "ecri1i!0 it tre!0th a!"
wea2!e, i! the 3orm o3 a poter i! 0roup o3 2 or 3:
6 Stu"e!t will alo 1e aee" o! their participatio! i! cla:
&art 2$ =eo! &la!
Lesson 7 (Week 3) Year level: 8
Lesson Title$ ?epro"ucti5e 9tem (pu1ert9 co!ti!ue")
6 Chat i the purpoe o3 the repro"ucti5e 9tem (powerpoi!t)
6 (ale a!" @emale repro"ucti5e 9tem
6 #cti5it9 heet la1eli!0 the 1oth 9tem
Step 1Desire !es"lts (W#at st"ents $ill learn%)
Standards, benchmarks, other objectives as needed. What should students know,
understand, and be able to do as a result of the lesson?
&'&!& learnin( o"t)o*es:
+ein( #ealt#, sa-e an a)tive:
- Investigate the impact of transition and change on identities (ACPPS070)
. /0a*inin( t#e i*pa)t o- p#,si)al )#an(es on (ener1 )"lt"ral an
se0"al ientities (!S1 23)
&s a res"lt o- t#is lesson st"ents $ill:
Know:
6 4#e p"rpose o- t#e repro")tive s,ste*s
Understand:
6 4#e )#an(es t#at o))"r in 5ot# repro")tive s,ste*s a-ter p"5ert,6
6 4#e )#an(es t#at o))"r in 5ot# repro")tive s,ste*s 5e-ore1 "rin( an
a-ter se06
e a!"e to:
6 La5el t#e anato*, o- 5ot# *ale an -e*ale repro")tive s,ste*s
6 De*onstrate )ooperation1 tea* $ork an or(anisation
Step 2&ssess*ent /vien)e (S"**ative78or*ative )#e)k -or learnin()
Performance taskWhat will students do to show what they have learned?
St"ents $ill e*onstrate t#eir learnin( in a n"*5er o- $a,s t#ro"(#o"t t#e lesson6
4
Charlotte Twizell (2095038)
#ote ta$ing:
St"ents $ill take notes -ro* )lass is)"ssions an po$erpoint slies t#at is)"ss
t#e p"rpose o- t#e repro")tive s,ste*s1 ()ontin"in( on -ro* p"5ert, last lesson)6
4#ese notes $ill assist t#e* in $orkin( on t#eir s"**ative task6
Co""a!orative "earning:
St"ents $ill )o*plete t#e a)tivit, s#eet in pairs so st"ents are $orkin( to(et#er to
-in t#e ans$ers t#o"(# internet sites1 )lass notes an prior "nerstanin(s6
%&it cards:
&ll st"ents $ill 5e re9"ire to )o*plete an e0it )ar1 to allo$ t#e* to )riti)all,
re-le)t on $#at t#e, learnt in t#at lesson 5, revie$in( ieas an askin( 9"estions6
I want to see:
. St"ents #ave "nerstoo t#e )on)epts6
. St"ents are t#inkin( eeper an )o*in( "p $it# t#o"(#t provokin( $a,s in $#i)#
t#eir 9"estions an or )o**ents )an s#o$ t#eir eep "nerstanin( o- t#e )ontent6
. 4#ese )ars (ive *e a (oo (a"(e on $#ere inivi"al st"ents are at6
Step 3Learnin( :lan (etaile eno"(# -or anot#er tea)#er to -ollo$)
A. Learnin activities! Ste"s for
students. #se action verbs $ste" by
ste" from start to finish%
':00am: St"ents arrive an are sittin(
o$n rea, -or instr")tion $it# #ealt#
$ork5ooks an laptops6
':0(: W#ole )lass intro")tion:
. +rie- intro")tion an es)ription o- $#at
st"ents $ill 5e oin( an $#at is e0pe)te
o- t#e* "rin( toa,;s lesson6
. /0plain t#e )lass a(ree*ent a(ain (as
t#is is se0 e nee to 5e re*ine ever,
&. 'otes for (eacher
W#at o < nee to re*e*5er to o=
'lass a(ree*ent. ever,one is entitle to
t#eir o$n opinion6 W#en tellin( a stor,
"se t#ir person6 +e respe)t-"l o- ot#ers
-eelin(s an *at"re6
>al"es $alks. set "p spa)e -or st"ents
to sprea o"t alon( t#e )lassroo*6 &sk
t#e* to (et t#e* t#inkin( a5o"t p"5ert,
an t#e repro")tive s,ste*s6
<e: 'an ,o" (et pre(nant 5e-ore ,o"
rea)# p"5ert,= Y or ?=
5
Charlotte Twizell (2095038)
lesson a5o"t respe)tin( one anot#er e)t)
':)0: !evie$ o- last lesson (p"5ert,) an
st"ent ire)te 9"estionin( a5o"t previo"s
lesson6
':)(: /ner(i@er a)tivit, (Yes or ?o (a*e)
':*(: :resent *ain a)tivit,6 Anerstanin(
t#e repro")tive s,ste*s6
. #an o"t $orks#eets (2ale an 8e*ale
s#eet per pair)
) Work on s#eet )olla5orativel, as t#e
tea)#ers $alks aro"n to )#e)k st"ents
are on task6
':+(: St"ents pa)k a$a, t#eir a)tivit, an
)o*plete an e0it )ar6
':(0: Lesson ens
Do $o*en #ave perios t#eir entire lives=
Y or ?=
2ain a)tivit,. :"t st"ents in pairs6 &llo$
one laptop per (ro"p to #elp -ill o"t t#e
s#eet6
2ake s"re (ro"p sele)tion -or -irst a)tivit,
is at rano*6
!e*e*5er to ask st"ents 9"estions at
t#e en o- t#e lesson1 rein-or)e $#at t#e,
learnt an )an "se $it#in t#eir
assi(n*ent6
/0plain t#e p"rpose o- t#e e0it )ars -or
ne0t lesson6
*. +esources, (imin, and ,aterials
!e)o"rses:
6 Y or ? (a*e (9"estions to #ave rea,)
6 &)tivit, s#eets (&ppeni0 1 B 2)
6 Laptops allo$e (1 per (ro"p -or investi(ation)
6 /0it )ars
&ppro0i*ate ti*e neee -or lesson: 50 *in"tes
Step 4Di--erentiation7&))o**oation72oi-i)ations
Which strateies-methods will you use differentiate for different learnin styles?
.ow will you accommodations and modifications for s"ecial needs students $/0P%?
Cro"p $ork is a lar(e part o- t#is lesson1 $#i)# allo$s st"ents to $ork
)olla5orativel, on topi)s t#e, *a, -in )on-rontin( to resear)# inepenentl,6 /0it
)ars are also "se at t#e en o- t#e lesson to allo$ t#e tea)#er to )#e)k st"ents
reainess; levels an $#et#er t#ere are parti)"lar st"ents t#at *a, 5e str"((lin(
an t#ere-ore re9"ire *ore s)a--olin( in t#e ne0t lessons6 <t also allo$s st"ents
s")# as t#e a"tisti) st"ent to $rite o$n an, 9"estions t#e, #ave t#at t#e, *a, not
#ave kno$n #o$ to ver5alise or -eel )o*-orta5le oin( so in )lass6
#"apte" 3rom Tomli!o! a!" (cTi0he7 Integrating Diferentiated Instruction + Understanding by
Design7 #SCD7 200D:
Lesson 10 (Week 4) Year level: 8
Lesson Title: Co!traceptio! . ST<, (co!ti!ue")
6 ST<,
6 %ow to pre5e!t ST<, (how co!"om 5i"eo)
6 <!tro"uce ummati5e ta2
D
Charlotte Twizell (2095038)
Step 1Desire !es"lts (W#at st"ents $ill learn%)
Standards, benchmarks, other objectives as needed. What should students know, understand, and be
able to do as a result of the lesson?
&'&!& D"t)o*es:
+ein( #ealt#, sa-e an a)tive:
" Practise and app", strategies to see$ he"p for themse"ves or others (ACPPS07*)
0 . 'olla5oratin( $it# peers to s"((est strate(ies t#e, )o"l "se in e*er(en)ies (&D1 !S1
S1 23)
1 . /0plorin( #elp.seekin( s)enarios ,o"n( people en)o"nter an s#arin( strate(ies -or
ealin( $it# ea)# sit"ation (!S1 8?1 &D1 231 S)
&s a res"lt o- t#is lesson st"ents $ill:
Know:
6 W#at an S4< is
6 Di--erent S4<;s t#at )an *e trans*itte
6 W#at )ontra)eption *eans
Understand:
6 3o$ to prevent S4<;s an pre(nan),
e a!"e to:
6 +e(in resear)#in( t#e stren(t#s an $eakness; o- a *et#o o- )ontra)eption
6 De*onstrate )ooperation1 tea* $ork an or(anisation
Step 2&ssess*ent /vien)e (S"**ative78or*ative )#e)k -or learnin()
Performance taskWhat will students do to show what they have learned?
St"ents $ill e*onstrate t#eir learnin( in a n"*5er o- $a,s t#ro"(#o"t t#e lesson6
#ote ta$ing:
St"ents $ill take notes -ro* resear)# t#e* 5e(in to o -or t#eir s"**ative task6
4#e, $ill also look 5a)k t#ro"(# previo"s notes an see $#at t#e, )an "se to assist
$it# t#eir parti)"lar topi)6
Co""a!orative "earning:
St"ents $ill 5e $orkin( on t#is task in (ro"ps o- 3 or 41 so it is i*portant (ro"ps
ivie t#e $orkloa evenl, an *ake s"re ea)# *e*5er is $orkin( to$ars a
)o**on (oal6
-esearch s$i""s:
<t is i*portant t#at $#ile $orkin( in (ro"ps1 st"ents o not 5e)o*e o-- tra)k an
5e(in resear)#in( irrelevant in-or*ation6 St"ents $ill 5e(in to evelop skills t#at
#elp t#e* to ienti-, vali so"r)es an anal,se in-or*ation1 $it#o"t takin( #"(e
)#"nks -ro* sites6
Step 3Learnin( :lan (etaile eno"(# -or anot#er tea)#er to -ollo$)
Learnin activities! Ste"s for students. #se action
verbs $ste" by ste" from start to finish%
':00am: St"ents arrive an are sittin(
o$n rea, -or instr")tion $it# #ealt#
$ork5ooks an laptops6
':0(: W#ole )lass intro")tion:
'otes for (eacher
/a)# (ro"p is (iven a i--erent *et#o o-
)ontra)eption to resear)#6
(*ake s"re (ro"p sele)tion is at rano*)
7
Charlotte Twizell (2095038)
. +rie- intro")tion an es)ription o- $#at
st"ents $ill 5e oin( an $#at is e0pe)te
o- t#e* "rin( toa,;s lesson6
. /0plain t#e )lass a(ree*ent a(ain (as t#is
is se0 e nee to 5e re*ine ever, lesson
a5o"t respe)tin( one anot#er e)t)
':)0: !evie$ o- last lesson ()ontra)eption)
an st"ent ire)te 9"estionin( a5o"t
previo"s lesson6
S#o$ )ono* vieo as an e0a*ple o-
)ontra)eption an revie$ $#, $e "se t#e*6
&sk: W#at is an S4<= ?a*e 3 S4<;s
':*0: :resent S"**ative task6
.Divie )lass into (ro"ps an present t#eir
task6
':+(: St"ents pa)k a$a, t#eir a)tivit, an
plan $#at ea)# *e*5er $ill o -or ne0t
lesson6
':(0: Lesson ens
Cro"p 1: 'ono*
Cro"p 2: 4#e pill
Cro"p 3: 4#e Diap#ra(*
Cro"p 4: 8e*ale 'ono*
Cro"p 5: 4#e pat)#
Cro"p 6: 4#e s#iel
Cro"p 7: 'ontra)eptive i*plant
Cro"p 8: 'ontra)eption spon(e
+e-ore st"ents leave1 *ake s"re ea)#
(ro"p #as e0plaine to t#e tea)#er t#eir
plan an $#o $ill 5e resear)#in( $#at
ne0t lesson6
+esources, (imin, and ,aterials
!e)o"rses:
6 3o$ to p"t on a )ono* vieo #ttp:77se0perien)e"k6)#annel46)o*7topi)s7porn
6 S"**ative task
6 !"5ri)
6 Laptops
&ppro0i*ate ti*e neee -or lesson: 50 *in"tes
Step 4Di--erentiation7&))o**oation72oi-i)ations
Which strateies-methods will you use differentiate for different learnin styles? .ow will you
accommodations and modifications for s"ecial needs students $/0P%?
Cro"p $ork is a lar(e part o- t#is s"**ative task1 $#i)# allo$s st"ents to
$ork )olla5orativel, on topi)s t#e, *a, -in )on-rontin( to resear)#
inepenentl,6 <t $ill 5e i*portant as t#e tea)#er t#at < a* keepin( a )lose
e,e on t#e )ooperation an )olla5oration $it#in t#e (ro"ps6 <- so*e (ro"p
*e*5ers are not at t#e reainess levels o- t#e ot#ers1 it is i*portant t#at as
t#e tea)#er < en)o"ra(e t#e ot#er (ro"ps *e*5er to s"pport t#at st"ents1
as $ell as provie options to s"pport t#at st"ent $it#in t#e (ro"p6
#"apte" 3rom Tomli!o! a!" (cTi0he7 Integrating Diferentiated
8
Charlotte Twizell (2095038)
Appendices: #ppe!"i* '$ #cti5it9 heet
7emale eproductive S)stem
Chere are the e00 tore"G
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
#t pu1ert97 how ma!9 e00 "o 3emale ha5eG
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
%ow ma!9 will matureG
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
Chat happe! to the e00 "uri!0 me!opaueG
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
Chere "oe the e00 impla!t i3 there ha 1ee! ucce3ul
co!ceptio!G
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
HHHHHHHHHHH
Decri1e the proce o3 me!truatio!:
9
Charlotte Twizell (2095038)
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
Chat are 3 3u!ctio! o3 the 5a0i!aG
':HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
HHHHHHHHHHHHHHHHH
2:HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
HHHHHHHHHHHHHHHHH
3:HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
HHHHHHHHHHHHHHHHH
Chat i a pap mear tet a!" wh9 i it importa!tG #t what a0e a!"
how o3te! houl" thi tet occurG
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
Appendi- +$ #cti5it9 heet
8ale reproductive s)stem
Decri1e the 3u!ctio! o3 the urethra:
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
Chere are the perm tore"G
'0
Charlotte Twizell (2095038)
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
HHHHHHHHHHHHHHHHHHH
%ow much perm are releae" "uri!0 each eIaculatio!G
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
HHHHHHHHHHHHHHHHHHHH
Chat are the reao! 3or male circumciio! a!" what i itG
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
Ch9 "oe the crotum ha!0 awa9 3rom the 1o"9G
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
Chat i Tetotero!eG
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
HHHHHHHHHHHHHHHHHHH
(ar2 where it i pro"uce" i! the male repro"ucti5e or0a! (Thi i!,t
la1elle" o! the "ia0ram 1ut i the teticle or the tete:)
Appendi- 1: Summati5e aeme!t
Year 5 Se- 9ducation Summative Tas*
Cor2 i! 0roup o3 3 a!" pree!t a metho" o3 co!traceptio! i! the
3orm o3 a poter (or other creati5e 3ormat)
-roup will 1e choe! 3or 9ou:
-roup '$ Co!"om
-roup 2$ The pill
-roup 3$ The Diaphra0m
-roup 4$ @emale Co!"om
-roup 5$ The patch
''
Charlotte Twizell (2095038)
-roup D$ The hiel"
-roup 7$ Co!tracepti5e impla!t
-roup 8$ Co!traceptio! po!0e
!n )our poster )ou must include:
6 %ow it wor2
6 Che! wa it Fi!5e!te",G (the hitor9)
6 Stre!0th a!" wea2!e, o3 9our metho" o3 co!traceptio!
6 ?e3ere!ceJ
)ou will pree!t thee at the e!" o3 wee2 5 i! 9our 0roup:
:ames: ,ate:
Se*ual health$ F&ree!t a metho" o3 co!traceptio!, (ar2i!0 ?u1ric
' 2 3 4 (ar2/Comme!t
?eearch # 1rie3 ummar9
o3 the metho" o3
co!traceptio! i
e*plai!e":
# 0oo" ummar9 o3
the metho" o3
co!traceptio! i
e*plai!e":
# "etaile" ummar9
o3 the metho" o3
co!traceptio! i
e*plai!e":
# clear a!" co!cie
ummar9 o3 the
metho" o3
co!traceptio! i
e*plai!e":
Stre!0th
a!"
Cea2!e,
# 0oo" ra!0e o3
tre!0th a!"
wea2!e,, are
i!clu"e":
# ou!" ra!0e o3
tre!0th a!"
wea2!e,, are
i!clu"e":
#! e*te!i5e a!"
5arie" ra!0e o3
tre!0th a!"
wea2!e,, are
i!clu"e":
#! e*te!i5e a!"
5arie" ra!0e o3
tre!0th a!"
wea2!e,, are
i!clu"e":
?e3ere!ci!0 =ittle e5i"e!ce a
ra!0e o3 ource
ha 1ee! ue":
Some e5i"e!ce that
a 0oo" le5el o3
thou0ht a!"
co!i"eratio! ha
occurre" whe!
electi!0
re3ere!ce:
E5i"e!ce that a
0oo" le5el o3
thou0ht a!"
co!i"eratio! ha
occurre" whe!
electi!0 re3ere!ce
a!" the9 ha5e 1ee!
ac2!owle"0e":
E5i"e!ce that a hi0h
le5el o3 thou0ht a!"
co!i"eratio! ha
occurre" whe!
"e5ii!0 re3ere!ce
to ue" a!" the9
ha5e 1ee!
ac2!owle"0e":
'2
Charlotte Twizell (2095038)
&ree!tatio
!
(i!imal e9e
co!tact 3ocui!0
o! a mall part
o3 au"ie!ce: The
au"ie!ce wa
!ot e!0a0e":
&ree!ter po2e
too Euic2l9 or
Euietl9 ma2i!0 it
"iKcult to
u!"erta!":
<!appropriate/"i
i!terete" 1o"9
la!0ua0e:
&ree!ter 3ocue"
o! o!l9 part o3
au"ie!ce with
pora"ic e9e
co!tact: The
au"ie!ce wa
"itracte":
&ree!ter coul" 1e
hear" 19 o!l9 hal3 o3
the au"ie!ce: >o"9
la!0ua0e wa
"itracti!0:
&ree!ter po2e to
maIorit9 o3 au"ie!ce
with tea"9 e9e
co!tact: The
au"ie!ce wa
e!0a0e" 19 the
pree!tatio!:
(aIorit9 o3 the time
the pree!ter po2e
at a uita1le
5olume: Some
4"0eti!0:
?e0ular/co!ta!t e9e
co!tact: The
au"ie!ce wa
e!0a0e"7 a!"
pree!ter hel" the
au"ie!ce, atte!tio!:
#ppropriate pea2i!0
5olume . 1o"9
la!0ua0e:
Spelli!0
a!"
-rammar
There are ma!9
((ore tha! '0)
error i! pelli!07
0rammar a!"
pu!ctuatio!:
There are multiple
(56'0) error i!
pelli!07 0rammar
a!" pu!ctuatio!:
There are ome ('6
5) error i! pelli!07
0rammar a!"
pu!ctuatio!:
There are !o (0)
error i! pelli!07
0rammar a!"
pu!ctuatio!:
Total /20
Appendi- 2: Summati5e aeme!t ru1ric
'3