Manor Primary School
PHSCE Year 6: Health, Hygiene and Relationships
Overview of the Learning:Children will develop their understanding of puberty and the changes that will occur in their bodies. They will spend time looking at the body parts that change and why this happens. Children will investigate importance of positive healthy relationships and what makes an intimate relationship. Children will learn how the process of puberty enables us to be ready for reproduction and how that takes place. Children will consider how a baby can be life changing.
Core Aims
Provide children with:
- accurate and relevant knowledge
- opportunities to turn that knowledge into personal understanding
- opportunities to explore, clarify and if necessary challenge, their own and others’ values, attitudes, beliefs, rights and responsibilities
- the skills and strategies they need in order to live healthy, safe, fulfilling, responsible and balanced lives.
Health and Wellbeing
- How to maintain physical, mental and emotional health and wellbeing
- How to manage risks to physical and emotional health and wellbeing
- Ways of keeping physically and emotionally safe
- How to make informed choices about health and wellbeing and to recognise sources of help with this
- To identify different influences on health and wellbeing
- How to develop and maintain a variety of healthy relationships, within a range of social/cultural contexts
- How to recognise risky or negative relationships including all forms of bullying and abuse
- How to respond to risky or negative relationships and ask for help
- About respect for self and others and the importance of responsible behaviours and actions
- About rights and responsibilities as members of families, other groups and ultimately as citizens
- About different groups and communities
- To respect equality and to be a productive member of a diverse community
Expectations
Children can:
- Follow clear rules around personal subjects and show mutual respect for others
- Explain what puberty is
- Identify the changes that take place in puberty in both boys and girls
- Explore what a relationship is and define intimate relationships
- Understand what to do if something makes them feel uncomfortable
- Explore the process of reproduction and how puberty enables this to happen
- Explore the impact of having a baby: financially, emotionally and socially
- Question processes and events that happen to them
Learning Objectives / Suggested Learning Opportunities
- To explore the changes that happen during puberty and growing up
- To be able to use the correct names for body parts, specifically the reproductive system.
- To understand that bodies grow and change as they get older and puberty is a natural part of growing up.
- To understand the changes that happen during puberty.
- To have the confidence to ask questions about puberty.
Before the topic begins work with children to establish some ground rules: listen to each other; treat each other with respect (this includes no laughing at each other, no put downs); don’t ask personal questions; respect confidentiality, the right to pass.
Possible Ice-breaker task ask children to brainstorm the words they know for the private parts of the body. Which words should we used? Which are the correct terminology? Which are slang? Are any of them offensive? Agree on the terminology that will be used in class.
Look at the body parts resource sheet: Which belong to males/females or both? Explain that through the topic we will be looking at some of these body parts and how they change and develop through puberty.
Ask children: What is puberty? What do they already know about it?
Use questions to establish key facts about puberty, for example when it happens, to whom and why. Consider the following:
- puberty occurs sometime between the ages of 8 and 16
- male and female sex hormones become very active and are responsible for growth and development
- during puberty
- puberty changes are a normal part of growing up
- each person will start puberty at a slightly different time and will develop in their own way – it’s important to respect these differences
- Some changes happen only to males, some only to females; some happen to both
- The whole process of change can take a few years.
- Changes affect people both physically and emotionally.
Linking back to male and female body parts can children begin to discuss the changes that happen in puberty for boys and girls? Are any the same?
As a way of encouraging children to be open and honest throughout topic introduce a question box in class where children can leave questions throughout the week that will be completely anonymous and will be addressed through the topic.
- To explore the changes that happen during puberty and growing up
- To understand that bodies grow and change as they get older and puberty is a natural part of growing up.
- To understand the changes that happen during puberty.
Recap Ground Rules from previous lesson:
Ensure you explain - don’t ask personal questions, confidentiality and the right to pass. Go over the questions from last week in anonymous box. Was there anything that children didn’t understand?
Recap the concept of puberty from last lesson: Could use alien conversation resource of spend time working in groups on large sheets of paper to recap what they already found from last week.
Use the DVD as a resource: Living and Growing DVD Unit 2 programme 4 ‘Changes’
Show DVD to pupils. Ensure that time is left for children to ask questions about what they have seen and reflect on new learning.
Children could use the puberty quiz in order to check understanding of the physical changes.
- To consider how relationships will change as they grow up and discuss qualities in a future boyfriend/girlfriend.
- To look at how relationships will change as they grow up.
- To recognise that they all have different types of relationships.
- To begin to explore love and relationship qualities with a boyfriend/girlfriend.
Brainstorm what children think a relationship is- can they think about the different people we have relationships with and what they are like. Think about relationships with are family, friend, professional/acquaintance or intimate relationships. What makes the relationship positive? Which category do we have more people in? Why? Are the qualities the same in all of the categories or are some more important for some than others?
Explain that pupils have many different types of families and family relationships as we are all different, can they name some?
Define what an intimate relationship is - being in a close personal association and belonging together. There won’t be many/any in intimate relationships for pupils personally. Ask the pupils which of their family members have intimate relationships e.g. mum and dad, grandparents, auntie and uncle. Explain that as they get older they will start to form intimate relationships with boyfriends/girlfriends.
Ask children to discuss:
- What do we mean when we say we have a girlfriend?
- What do we mean when we say we have a boyfriend?
- What is the difference between a boyfriend and a friend who is a boy?
- What is the difference between a girlfriend and a friend who is a girl?
Could give out the qualities of a boyfriend/girlfriend worksheet to the pupils in their groups from the previous activity. Ask the pupils to list all the qualities they would look for in a boyfriend/girlfriend. In groups they then need to discuss if that priority is ‘very important’ or ‘not very important’ and decide how they would score it on a scale of 1 to 5.
Ask the pupils to then decide on their top 3 qualities.
Discussion points:
- What qualities are very important?
- What qualities are not very important?
- Did boys/girls differ in their opinions?
- To explore how puberty enables reproduction
- To understand the process of puberty means we are able to reproduce
- To know and understand the process of conception.
Using the learning from lessons 1 and 2 ask the pupils to decide what body parts and which changes are required for reproduction.
Particularly cover the ability of boys/males to produce sperm and girls/females producing eggs through the menstrual cycle.
Define reproduction and conception
Introduce new vocabulary:
Reproduction – the production of offspring
Conception – the process of becoming pregnant
Watch the Living and Growing DVD, Unit 3, Programme 7, ‘How babies are made’
Discussion Questions:
- How did they feel about the DVD?
- What were the different relationships in the film?
- What qualities did people value in those relationships?
- Why did one couple decide to have a baby?
Remind children of question box throughout the topic ad recap questions from children as you move through the lessons.
- To explore babies are born as a result of reproduction and conception
- To understand the physical and emotional needs of a baby
- To understand how babies are conceived and born
- To understand how having a baby changes your life
Recap on the learning from lesson 4 including a discussion about the changes we need in order to reproduce and how reproduction takes place. What is the result of reproduction? A Baby! What will a baby need? How would we care for a baby? Spend time in groups thinking about the physical/emotional and financial needs of a baby
Introduce DVD Living and Growing Unit 3, Programme 8, ‘How babies are born’
Show DVD to pupils.
Discussion Questions:
- How did they feel about the DVD?
- Were Aunt Jo and Richard ready to have a baby?
- Why did they decide to have a baby?
- What positive qualities were present in their relationship?
- How had they prepared or the babies arrival?
- To discuss how we can always feel safe in our relationships
- To understand that secrets can be good and bad and to recognise the different feelings associated with these.
- To identify appropriate touches within a variety of relationships.
- To recognise what to do and who they can talk to if in a situation where they feel uncomfortable.
- To become familiar with the NSPCC underwear role.
Ask the pupils to think about a time where they have kept a secret! Ask for some pupils to share these with the group if they wish. Read out scenario A, ask the pupils:
- Is this a good or bad secret?
- What feelings would this secret give you?
- Would you feel comfortable keeping this secret?
Ask the pupils to identify the different ways in which people may touch each other to show their feelings/how they feel. Write their suggestions on a brainstorm.
Examples may include pat on back, shake hands, hold hands, hand on knee, punch, kick, slap, kiss, stroke hair etc.
Once you have a comprehensive list ask the pupils to think about which of these ‘touches’ would be appropriate for the relationships in the lesson 3 – family, friends, acquaintances, intimate relationships. Are there any circumstances with these groups where these ‘touches’ would not be appropriate. Reflect that appropriate behaviour can depend on a number of factors e.g. friendship, family relationship, age, previous physical contact with that person, but the most important issue is that each person agrees or consents to the touching and that it feels right.
Refer pupils to the lessons previously done when discussing puberty on genitals. Thinking about the touches in intimate relationships are there any other areas of the body that you would consider ‘private’ e.g. breasts, lips, bottom.
Introduce children to a range of scenarios ask pupils to think about the feelings the children might have in the scenarios and why they might feel uncomfortable. Ask children who they can go to if they feel uncomfortable about anything.
Introduce the NSPCC Underwear Rule
See link
Explain to pupils about the underwear rule - PANTS:
P = Private parts are private
A = Always remember your body belongs to you
N = No mean no
T = Talk about secrets that upset you
S = Speak up, someone can help.
Link to Fundamental British Values: Mutual Respect
- To understand why and how to keep safe online and the importance of keeping personal information secure.
- To understand what is personal information.
- To understand why it is important to keep safe online.
- To explain some potential risks on the internet and how I might deal with them.
Generate brief discussion of pupil internet use. Do they have social media sites or play games online? Do they do research? Explain to the group that you will be calling out pieces of information which might be found on-line, and that they need to vote whether they think this is ‘personal’ or ‘not personal’ information.
Suggested ideas:
Personal information – My address, my hair colour, what school I go to, my mobile phone number, my sister’s name, my birthday, where I am going on Saturday.
Not personal information – nickname, cartoon picture of self, pet’s name, hobbies.
Draw out and briefly discuss the differences between personal and not personal information. Highlight how easy it is for this information to ‘slip out’ because so much is available and that there are people out there that might want to use this information for their own reasons.
Briefly explain the content of the film in order to prepare pupils. As they watch the film, ask the pupils to try to identify some of the personal information about the girl (Becky) which they might have noticed.
Play film.
Briefly discuss what personal information they spotted e.g.
Photo of her – on sign outside house, Home address, Profile is open (left her front door open), School uniform in photos, School name during conversation with ‘Simon’, Where she was going after tea on her calendar/events diary.
Divide pupils into groups of 4. Give each group some post-it notes and as a group ask them to discuss the film and identify 3 points they think the film was trying to highlight and write these down on the post-it notes. Groups to then take it in turns to stick post-it’s on board, trying to keep similar themes together. Compare and discuss answer choices as a class.
Ask the group to each think of one way they could advise other young people to stay safe on the internet and then share these with their neighbours.
Additional activity: Personal info? No way! Children could get in teams to challenge each other showing how easy it is to give away personal information when someone bombards you with questions. How easy do you let information slip? See guidance on lesson plans in folder.
At the end of the topic recap important points and ensure any questions are answered from the box. If you feel it could be useful leave the box as a permanent fixture for any other issues that arise over the year.
Manor Primary School