Fantasy vs Reality. A sex and relationship education resource for Key Stages 3 and 4

Transcription

1 Fantasy vs Reality A sex and relationship education resource for Key Stages 3 and 4 Promoting young people s skills in reviewing the impact and influence of the media and pornography and to help them keep safe in an increasingly sexualised society Liz Dean and Hugh Garling 2

2 This teaching pack has been produced by the Brighton & Hove Healthy Schools Team, Copyright belongs to the authors of this resource. Please seek permission before re-creating any of this content. This resource has been produced for teaching staff in Brighton & Hove and is provided free to these staff. For further information on the content of this resource or information in relation to purchasing copies please contact the Healthy Schools Team at: 1

3 Summary Children and young people are exposed to an unprecedented range of media content, through an ever-growing number of channels and websites. Furthermore, the proportion of that content which is sexual or even pornographic is increasing at a dramatic rate. (Dr Linda Papadopoulos, Sexualisation of Young People Review, Home Office. 2010) Teachers, health practitioners, youth workers, parents, local authorities and the government all report concerns regarding young people s health and emotional well-being in relation to attitudes and values to sex, sexual expectations, safer sex, relationships, body image, self esteem and internet use. For example there are concerns about young teens posting sexually explicit images of themselves on web pages. Not all young people watch pornography, but many do, and the attitudes and values of pornography are becoming normalised and therefore potentially impact on all children and young people. Responding to these concerns, the Brighton & Hove Healthy Schools Team and Liz Dean, an independent consultant, developed this resource in partnership with local Personal, Social and Health Education (PSHE) teachers. Guidance has also been sought from the Metropolitan Police and the sexual health charity FPA. This resource has been piloted in two schools. This curriculum resource supports trained teachers to confidently deliver a series of lessons exploring the influence and impact of the media, the internet and pornography on sexual attitudes and behaviour of young people with the purpose of developing positive body image and the skills needed to keep safe. Opportunities are provided within the resource to explore attitudes and images promoted in the media, understand the law as it relates to e-safety and cyber-bullying and explore gender stereotyping. This resource does not condone pornography, neither does it explicitly condemn legal pornography, but it does encourage young people to adopt a critical view of pornography and more generally the media representation of ideal body shapes and sexuality. The resource is designed to enrich the PSHE education and e-safety curriculum in schools and builds on a range of work already in place for example on anti-bullying, gender equality, domestic violence, social and emotional aspects of learning, safer sex and the media. It supports the Qualifications and Curriculum Development Agency (QCDA) PSHE: Personal Wellbeing programmes of study for Key Stage 3 and 4 and Department of Children, Schools and Families (DCSF) Safe to Learn Guidance (2007). FPA supports this teaching pack which has been produced by Brighton and Hove Healthy Schools Team. It provides an excellent variety of lesson plans on the very sensitive subject of sexualisation of young people, including the role of pornography and provides objective, safe and creative ways to tackle the issue. This pack will be given to participants attending the FPA course Fantasy Vs Reality: the impact and influence of pornography on young people and can be purchased directly from the FPA. 2

4 Summary No pornography will be shown in the teaching of this resource. However, in order to illustrate positive messages about the range of normal body shapes and sizes to counteract those in the media, teachers may choose to show photographs of sexual organs as suggested in this resource. In addition students are encouraged to explore attitudes to sex and relationships that are portrayed in pornography. This resource therefore contains potentially sensitive material. Prior to the use of this resource schools should ensure the following: The planned learning outcomes reflect the values and ethos of the school and are carefully planned to enrich the existing PSHE education curriculum. Lessons are adapted and differentiated to ensure they meet the needs of students and are appropriate to their maturity, age and understanding. The school s Sex and Relationship Education Policy references and supports the content and learning outcomes of the lessons. Faith and religious issues have been explored with members of the school community and sensitivity is used in delivery by, for example, using single gender groups appropriately. Parents and carers have been consulted on / informed of the lessons and the educational purpose of them and if possible provided with support about talking to their children about e-safety. Staff have been adequately trained to deliver this aspect of sex and relationship education within a safe learning environment. The lessons are evaluated with students and their feedback used to inform subsequent delivery. 3

5 Contents Page 5: Aims and objectives Page 6: About the authors / Acknowledgements Page 7: Context Page 13: Educational background within a PSHE framework Key Stage 3: Page 18: Lesson 1: The media and body image Page 22: Lesson 2: The Law, sex and the internet Page 30: Lesson 3: What does a normal body look like? Page 31: Lesson 4: What is OK in a teenage relationship? Key Stage 4: Page 34: Lesson 1: The media and body image Page 38: Lesson 2: The media and sexualisation Page 42: Lesson 3: The Law, sex and the internet Page 52: Lesson 4: Attitudes to sex and pornography Page 56: Lesson 5: What is normal? Extension Activities: Page 59 : Sex and relationships education versus pornography Page 60 : The impact and influence of pornography in relationships Page 61 : Planet Porn (Fantasy Versus Reality) and Pornography and mobile phones Page 62 : Pornography discussion activity Appendices Page 63 : Appendix 1: Pornography and the law Page 65 : Appendix 2: Information for Parents / Carers Page 66 : Appendix 3: Assessment Page 69 : Appendix 4: Theoretical Perspectives Page 70: References & Further Reading including useful websites 4

6 Aims & Objectives To meet an identified gap in sex and relationship education resources, the Brighton & Hove Healthy Schools Team has developed this resource in partnership with Liz Dean, Independent consultant, local teachers and in consultation with young people. This teaching resource does not replace sex and relationship education already being delivered but aims to enrich it by: Supporting teachers to confidently deliver lessons that explore the influence and impact of the media, the internet and pornography on sexual attitudes and the behaviour of young people. Develop teaching and learning, with an emphasis on skill development and activities that will raise positive self-image, e-safety and improve relationship skills. The resource aims to support young people to: Develop skills to critically reflect on the media and pornography and to separate fantasy from reality in terms of sex, sexual activity and body image. Consider definitions and categories of pornography, particularly in how the Law relates to sex and pornography. Develop skills that will raise self-esteem and assertiveness to resist pressure and coercion in relation to sex and sexual acts. Build on internet safety awareness and skills to stay safe online and in using mobile technology. Promote a positive view of sex and relationships based on equality, mutual respect between consenting partners, shared pleasure and the importance of negotiating safer sex. The pack contains 9 lesson plans, 4 for Key Stage 3 and 5 for Key Stage 4 and several additional activities. Each lesson plan has clear lesson aims and objectives covering; Media, gender and stereotyping The Law, sex and the internet Attitudes to sex and pornography Body image and expectations in relationships 5

7 Acknowledgements About the authors Liz Dean has been directly involved in sex education and sexual health promotion work with young people for 10 years. She has a background in youth work and teaching. Liz has a Masters Degree in Health Promotion from Brighton University where she conducted a piece of qualitative research exploring the influence of pornography on young men s sexual health - their attitudes, sexual development and behaviour. Liz is currently working as a Senior Sexual Health Promotion Practitioner for the NHS and she has been in post for 8 years. Liz has also been working as an associate trainer for the FPA for 3 years delivering the course Fantasy Vs Reality: The impact and influence of pornography on young people to practitioners across England and is also involved in work for the FPA to explore the links between alcohol and sexual risk taking amongst young people and incorporating a more sex positive approach to sexual health and sex and relationships education. co.uk Hugh Garling has taught in secondary schools in Brighton and Hove for 16 years. He has coordinated PSHE and Citizenship for 10 years and took the PSHE CPD programme in its pilot year. He is currently seconded to the Brighton & Hove Healthy Schools Team working as a consultant in Key Stage 3 PSHE and Social and Emotional Aspects of Learning (SEAL). Acknowledgements We would like to thank the following people for their support in this publication: Sam Beal, Liz Owen and Emma Moore (Brighton & Hove Healthy Schools Team) Claire Fanstone (FPA) for allowing permission to adapt some materials from the FPA Course Fantasy Vs Reality Inspector Andy Shortland, The Metropolitan Police, Human Exploitation and Organised Crime, Abusive and Extreme Images Unit Brighton & Hove PSHE Co-ordinators and students We would like to acknowledge Channel 4 s The Sex Education Show / Sexperience website and Dove s Campaign for Real Beauty which we make links to within the teaching resource. 6

8 Context by Liz Dean The following content is referenced where possible, but also largely informed by the FPA training I have delivered between 2007 and 2010 across the UK talking to practitioners and young people about this issue. I have delivered approximately 25 courses, talking to over 350 practitioners. There is a growing evidence base on this subject however at present a rather limited amount of British research into this area. Evidence is drawn from Australian and European research in this next section to illustrate the key themes of this topic. Sexualisation and the mainstreaming of pornography Children and young people are exposed to an unprecedented range of media content, the proportion of which is sexual and pornographic continues to increase at a dramatic rate. Until relatively recently there was a way to at least try and ensure that these were targeted to the right audience. However, there is no watershed on the internet, and sexualised images and adverts may appear anywhere and at anytime often being sent to mobile phones and inboxes. Mainstream advertising and magazine content shares a dominant theme of the need for girls to present themselves as sexually desirable in order to attract male attention. In the case of boys, lads mags contain a high degree of highly sexualised images of women that blur the lines between pornography and the mainstream media. The predominant messages for boys are to be sexually dominant and to objectify the female body. With this crossing over into the mainstream comes normalisation and desensitisation with examples such as young people s social networking pages containing sexually explicit images of themselves often accompanied with sexist, derogatory and demeaning language. There is growing concern and awareness of the sexualisation of children s clothes and underwear, the mainstream use of the Playboy bunny and dolls presented in an increased sexualised way. Such blurring can suggest an acceptability to impose adult themes onto children potentially relating children to sexual objects. (Buckleitner and Foundation, 2008). The mainstreaming and increased acceptance of the sex industry, particularly lap dancing clubs and glamour modelling are widely viewed not only as acceptable but for some young women aspirational, particularly in the following of such high profile celebrities who have risen to fame and status from modelling or sex videos. Healthy sexuality is an important component of both physical and mental health. When based on mutual respect between consenting partners, sex fosters intimacy, bonding and shared pleasure. Sexualisation is the imposition of adult sexuality on to children and young people before they are capable with it, mentally, emotionally or physically leading to a blurring of the lines between sexual maturity and immaturity and effectively legitimising the notion that children can be related to as sexual objects. The repercussions of this include a constant self monitoring of personal appearance leading to body dissatisfaction, a recognised risk factor for low self esteem. This can then lead to a need to seek approval from others often in seeking sex or intimacy to self regulate feelings of inadequacy which is less likely to be safe. Increased teenage sexual violence, sexual bullying and abuse have also been linked to the earlier sexualisation of young people (Sexualisation of Young People, 2010). 7

9 Context What is pornography? The Oxford English Dictionary defines pornography as: Printed or visual material containing the explicit description or display of sexual organs or activity intended to stimulate sexual excitement. Defining pornography is very subjective and there is a very wide continuum of understanding of the term from mildly erotic to soft through to hardcore and exploitative images of abuse involving, for example, children and animals. Defining pornography will be influenced by age, experience, values and beliefs. A note on terminology: Where we refer to the term hardcore pornography within this resource we are working to a definition of Pornography featuring sexual penetration and other sexuality explicit acts (Wiktionary, 2010) Child pornography is often used as a term to define sexual images of children (under 18s). For the purpose of discussing this subject with colleagues or young people it may be necessary to use this term as a starting point however the term abusive, obscene or indecent images of children is more appropriate given the severity of the issue. The term indecent will be used in this resource. Films or photography involving under 18s in sexual poses or engaging in sexual activity falls within this category this is even if the activity is consensual. While the Police may not pursue investigations into the activities of young people of similar ages taking pictures of one another where this is consensual, it is nonetheless illegal. It is crucial to discuss these issues with young people to highlight that offences associated with indecent images of children relate to young people up to the age of 18 and that what they might consider normal flirting on social networking sites or via webcams could be classified as a sexual offence. The Law in relation to the classification of pornography is complex. Advice has been sought from the Metropolitan Police, specifically Inspector Andrew Shortland from the Abusive and Extreme Images Unit in compiling the sections in relation to the Law for this resource. 8

10 Context A summary of the classification of the Law as it relates to Pornography (2010) by Liz Dean. Illegal Abusive images of children (under 18s) Owning extreme pornography (defined as threatening a person s life resulting in serious injury). Bestiality (sexual activity between a person and an animal) Necrophilia (sexual activity with dead bodies) Legal Pornography showing explicit depictions of intercourse, oral sex, anal sex (as long as its not extreme and those involved are over 18) See Appendix 1 and the Law Quizzes within the teaching pack for more detailed information in relation to the Law as it relates to pornography. See for more information in relation to the law as it relates to pornography. The Sexual Offences Act 2003 is very much relevant to much of the content of this resource, and can be viewed in full at Who is using pornography why and where? With the rise of the internet, it is not now a case of if a young person is exposed to pornography but when. Hardcore material is widely available on the internet, with 25% of all DAILY searches seeking to access one of the millions of porn websites.(cochrane 2005, Juniper 2009) The average age for the first exposure to pornography is aged 11 for boys according to the UK Council for Child Internet Safety. In a You Gov Survey for the Channel 4 programme Sex Education versus Pornography: Two thirds of year olds said that they have viewed pornography and mainly online. Young men make up the majority of consumers. (You Gov, 2008) You Gov (2008) also found that 27% of boys are accessing pornography every week with 5% viewing it every day. Other studies have shown a significant proportion of young people report receiving pornographic junk mail or instant pop ups or messages whilst generally searching the internet. 9

11 Context By the age of 15, 95% of young people have their own mobile phone which allow access to online content. In 2007, mobile phones were the biggest distributor of pornography. (Juniper Research, 2009) There are differences between girls and boys approaches to pornography. Research consistently shows more young men view and use pornography than young women and that they are more likely to choose hardcore material. Research traditionally shows that young women tend to be critical about pornography and see it as degrading. Although more recently we have seen a shift in women s use and attitudes to pornography to seemingly be more accepting of it, if not perceive it as being inspirational to be part of. Scratch the surface of these attitudes though and you often uncover a fear to question or critique it with the fear of being anti sex or prudish. Motivations for use of pornography amongst the limited research (but certainly backed up anecdotally) include; personal or shared sexual arousal, to learn about the mechanics of sex and to gain sex tips, to learn about the physiology of the male and female body and to gain status in a peer group on who s seen what. 77% of the young people surveyed in the You Gov Survey (2008) said that they think their parents are unaware that they view pornography. We must also acknowledge at this point the growing phenonomen of people not only being passive consumers of pornography but also in producing their own and often then sharing this (consensual or not) with others via mobile phones particularly. This often resulting in serious repercussions, causing emotional blackmail, distress and hurt. Sexting (texting sexual images or content) to one another is also part of this more active involvement in pornography, again often having quite serious consequences. More than one third of year olds have been sent messages containing sexual content. (Beat Bullying Research, 2009) 10

12 Context What is the impact of pornography? Pornography can shape young people s sexual knowledge but does so by portraying sex in unrealistic ways. The nature of online pornography is changing: it is increasingly dominated by themes of aggression, power and control, blurring the lines between consent, pleasure and violence (Haggstrom-Nordin, Hanson and Ty den, 2005; Dines, 2008) There is strong evidence linking consumption of pornography with sexual behaviour. Several research studies with young people have concluded pornography influenced or inspired their own sexual behaviour (Ty den and Rogala, 2004). A Dutch study showed that the more young people sought out online porn, the more likely they were to see sex as a purely physical function, devoid of empathy or an emotional context. The more realistic the material, the stronger the view became. (Peter and Valkenburg, 2006) There is evidence that exposure to pornography is related to male sexual aggression against women. Prolonged exposure increases the likelihood of viewing material that depicts harmful and extreme sexual behaviours such as violent sex, sadomascochism and beastiality. There is likely to be a more profound effect on adults who already have a predisposition to violence. (Flood, 2009) Research also indicates that the more explicitly violent the material, the more likely the viewer is to see women as sex objects (Peter and Valkenburg, 2006). There is shown to be a link between men who are high consumers of pornography being more likely than low consumers to act out behaviour learned through watching pornography (Haggstrom-Nordin, Hanson and Tyd en, 2005). This has worrying implications being that there is a growing theme in mainstream pornography to feature violent storylines or less subtly where women are portrayed as in a submissive or passive role. The younger the individual consuming pornogrpahy, the more impressionable they are (and less likely to have received objective sex and relationships education) Wallymr and Wellin, 2006) Over time we have to question whether young people will be internalising the often violent and non consensual messages and images they see and becoming desensitised and accepting of them as the norm. From a theoretical perspective, learning and developmental theories (e.g Bandura) demonstrate there is a considerable body of evidence to suggest that children are signifiantly influenced and learn by imitation and observation, and that viewing inapropriate messages or images can have a detrimental effect. See Appendix 4 for overview of relevant theoretical perspectives. 11

13 Context In the You Gov Survey (2008) 60% of teenagers said that pornography has an impact on their sex lives and affects their self-esteem and body image. Practitioners consistently relate the influence of pornography to the increasing statistics of women and men unhappy with their bodies, particularly genital size and the strong desire to not be dirty in having no or little pubic hair. This latter issue is often referred to as a desire or confusion for a pre pubescent appearance The fact that there has been a 300% rise in labiaplasty (labia reduction surgery) in the UK in the last 5 years it is the fastest rising plastic surgery has been linked to the effects of pornography. (Surgicare via bbc. co.uk. 2008). A significant but important link in terms of teenage pregnancy and sexual health promotion is the lack of condom use portrayed in pornography and the impact this has in decreased perceived susceptibility to STIs and the importance and need to use condoms (Dean, L 2007). Children and young people today are not only exposed to increasing amounts of hyper-sexualised images, they are also sold the idea that they have to look sexy and hot. Exposure to such imagery leads to body surveilance and the constant monitoring of personal appearance. This monitoring can result in body dissatisfaction; a recognised factor underpinning poor self esteem, depression and eating disorders. There is significant evidence that concludes the negative effects of sexualisation on young people in terms of mental, physical health, attitudes and beliefs. (Sexualisation Review, 2010). It is clear that pornography affects individuals in different ways from having no impact to having a big influence on personal attitudes to sex and relationships. We need to increase our openness to talk about this subject in a safe and supportive way. 12

14 Context Why should we raise this issue in educational settings? By creating time to critically reflect on these issues young people are more likely to be able to act confidently and resist pressures to engage in behaviours they later regret or which cause emotional upset. We know young people are viewing pornography from an increasingly young age sometimes before receiving any objective and accurate sex and relationship education. Putting this subject sensitively within the curriculum allows for misinformation to be corrected and for anxieties to be reassured. During sex and relationship education lessons young people regularly express opinions, observations and concerns about pornography and want an opportunity to discuss it further in a safe and supportive learning environment with confident and well trained teachers. Whatever our feelings as individuals, it is clear that mass censorship, denial or judgemental condemnation are not either obtainable or effective tactics in dealing with this issue. Whether we personally approve or not, most young people will be coming across pornography in one form or another. For some it will be to feed a natural curiosity about sex, for some it may become regular, obsessional, even addictive. With bringing this subject up within schools with Key Stage 3 (14-15 yr olds) and Key Stage 4 (15-16 yr olds) we cannot assume all young people will have seen it or have a reference point of pornography so we of course to need to be sensitive of this and make it clear that it s not the norm for all years to have seen it. We suggest in the classroom we make this point at the outset of every lesson and encourage discussion to be about the general sexualisation of the media as opposed to be purely about pornography, ensuring a sensitive, appropriate and inclusive approach is taken. Delivering Fantasy Vs Reality within a PSHE Curriculum: Policy framework and good PSHE practice National guidance, including the Healthy Schools Programme recommends that schools have a well-structured, timetabled PSHE curriculum, with strong elements of SRE teaching throughout. Teaching delivered by a well-trained specialist team is recommended in national guidance. Schools unable to provide delivery through a specialist team should ensure all staff have access to regular training across all aspects of PSHE delivery and consider carefully the appropriateness of nonspecialists delivering the lessons in this resource. The most effective method of PSHE delivery is the use of active-learning methods including practical work, opportunities for discussions and exploring attitudes as well as distance learning techniques such as role-play, scenarios and the use of photographs/pictures. Schools should ensure that the resources used are both up-to-date, age appropriate and representative of the school community. Regular evaluations should be undertaken with students in order to ensure the resources are still relevant and well received. 13

15 Context A consultation process should be developed in all schools in order to ensure that students have a regular opportunity to influence curriculum and policy development and the delivery of sex and relationship education. Needs assessment activities should be used prior to the delivery of the lessons in this resource and the delivery of lessons systematically evaluated and used to inform delivery. Teachers are reminded of the importance of using assessment for learning techniques to review and develop the progress of students knowledge, understanding and skills. Sex and Relationship Education, E-safety and Safeguarding Policies should be reviewed, in partnership with the whole school community, to ensure they reference the illegal use of pornography. For example the whole school community should be aware that the distribution of certain images between students mobile phones is illegal and such actions should not occur within school. Creating a safe learning environment Some of the activities in this resource involve the need for frank and honest discussions regarding aspects of sex and relationships. Distance learning techniques whereby students are asked to discuss sensitive topics though the use of scenarios, role-play, and pictures are used in this resource. Students should be actively discouraged from discussion of their experiences and be reminded of the limits of teacher confidentiality. In the same way teachers should not be drawn into sharing anecdotes about their personal lives or experiences. A safe learning environment should be established through the use of ground rules and an agreed language. The negotiation and setting of ground rules or a working agreement should create a positive and safe climate so that young people feel able to discuss relevant issues appropriately and feel valued and respected by teachers and peers. The use of ground rules promote good practice and should include agreements about acceptable and unacceptable language and behaviour; equalities and inclusiveness; the right to personal privacy and appropriate confidentiality. There is a copy of example ground rules with each lesson s PowerPoint presentation and teachers should adapt these in discussion with their students. Young people will want to ask questions and teachers may prepare for this by using a question box and other techniques to allow for delaying responses until there has been time for further reflection or consultation. Teachers also need to be prepared for dealing with unexpected or inappropriate questions and skilled to respond to questions that may be too personal, too difficult to answer or outside the teacher s expertise, too explicit or inappropriate for the whole class or raise issues about the risk of child abuse. As with all sex and relationships education teachers should avoid assuming that all students are or will be heterosexual and refer to partners rather than boyfriends / girlfriends and ensure scenarios used also reflect heterosexual, gay, lesbian and bisexual relationships. 14

16 Context Parents / carers Parents and carers have the right to withdraw their children from sex and relationship education and should be reminded of this right. Prior to delivery of this resource thought will need to be given to concerns that might be raised by parents, carers and students and in particular those from faith and religious backgrounds. Schools will need to communicate with parents and carers the key messages contained within the context of this resource and why the lessons contained will support their children in staying safe. It would be good practice to provide some support to parents / carers in talking to their children about e-safety. Schools will want to work to engage students and parents / carers from faith backgrounds to consult with them about the content of the resource and in particular about the viewing of images of body parts. Some concerns of this kind may be allayed by the appropriate use of singe gender groups. Please see Appendix 2 for an example of communication with parents about the purpose of this resource and this aspect of your curriculum. Social Norms Theory and the approach to promoting health Research has consistently shown peers to be one of the strongest influences on behaviour, particularly on youth. Research has also documented a consistent and dramatic pattern of misconceptions about peer norms. When thinking about high risk and harmful behaviour such as sexual risk-taking, substance misuse and bullying, most people tend to perceive the problem behaviour as being the norm. The gap between perception and reality is caused by the attention that negative behaviour gets in peer conversation as well as in mass media news and popular entertainment images. However, these behaviours and attitudes belong to a minority of young people and do not represent what is typical of the majority of young people within a school. In delivering this resource teachers should remind students that not all young people or adults watch pornography and that most young people do not have sex until they are 16 or over. 15

17 Context The Core Stuff - Key messages to young people about sex Brighton & Hove Children and Young People s Trust in consultation with young people and in line with guidance and recent research has developed a set of core messages to inform discussions with young people about sexual health. These core messages should be appropriately reinforced throughout the delivery of this resource. 1. First And Foremost sex should feel good, be safe and only be a two-way thing 2. Be Yourself how you feel about yourself sexually, your sexual thoughts and desires and overall sexual health are all important parts of being you it s OK to explore these as long as it doesn t harm yourself or others 3. Show Respect respect yourself and the one you re with regaining that respect is hard if you ve lost it 4. In Your Own Time most under 16s in Brighton & Hove haven t had sex so don t feel you re the only one if you haven t! wait until the time is right for you 5. Stay Safe And Protected using condoms and other contraceptives means you can choose if and when to have children and means you can keep yourself and others protected from sexually transmitted infections remember, keeping sexually healthy is just a normal part of having overall good health! 6. Show Your Feelings think about the many different ways you can show someone you care for them; there are other ways than penetrative sex some are sexual (e.g. kissing, cuddling, touching/playing with each other etc) and others are non-sexual 7. Stay In Control having sex when you ve been drinking or taking drugs can mean you might end up doing things you wouldn t usually chose to do and you may later regret 8. Keep Talking talk to the person you re thinking about having sex with (or are already having sex with) about what you want out of the relationship and find out what they want out of the relationship too 9. Stay Connected remember there are people around you (parents, carers, youth workers and other support workers) you can get help and advice from if you re faced with tricky decisions or situations 10. It s Your Right all young people (including you!) have a right to top quality, professional information, advice and guidance about sex and relationships in a way that suits you that s where we come in to help you be healthy and happy 16

18 Context Teacher training for the delivery of this resource Training in the delivery of this resource is highly recommended in order to provide teachers with an opportunity to explore their concerns and develop their skills in delivering this sensitive aspect of the curriculum. This training is available from the Brighton & Hove Healthy Schools Team. Please contact the Healthy Schools Team at Organisation of this resource This resource has lesson plans, supportive PowerPoints, visuals and links to websites with DVD material that could be used. The lesson plans will require adapting to fit the lesson length and the needs of particular classes of students. In addition teachers will need to build in opportunities for assessment and evaluation in line with departmental policy. Teachers are responsible for ensuring the lesson is supported by their schools Sex and Relationship Education Policy. Learning Outcomes and key words The learning outcomes that are covered by the lesson plans are based on those in the Sex and Relationship Education Learning Outcomes Planning Tool Healthy Schools Team These are referenced in red. The references to PSHE Personal Wellbeing Programmes of Study for Key Stages 3 and 4 (QCDA 2007). (see ) are in blue. These lessons also support the development of Social and Emotional Aspects of Learning (SEAL) and Personal, Learning and Thinking Skills (PLTS) and teachers may want to develop learning outcomes which specifically reference the development of these skills in the lessons. Under each lesson plan and within each PowerPoint we refer to key words by this we mean words which are important in the lesson as well as words which may need some exploration and clarification on definitions. Measuring the impact We have made suggestions for assessment at the end of each lesson plan. Appendix 3 includes a template we suggest is used (or adapted) before the series of lesson plans takes place to assess the starting point for students and encourage them to think about what they want to gain from the sessions. The second template in Appendix 3 is an assessment for after the series of lessons has taken place to evaluate the impact and assess the thinking and learning which has taken place. 17

19 Lesson 1: The Media and Body Image - KS3 Aim: To explore the influence of the media on young people: considering body image, attitudes, gender stereotyping and sexualised images. Example Learning Outcomes: (1.1c, 1.2b, 1.5a, 2.3e) (8.2, 8.12, 8.15) I can explain some ways that magazines and advertising could affect: - my image of myself - ways in which boys/men and girls/women might be viewed and treated I have practiced some things I could do to avoid being affected by possible harmful effects of images in the media Resources: Large sheets of paper Graffiti sheets PowerPoint Post it notes A selection of adverts from magazines / the Internet Key Words: Media, gender, stereotyping, sexism, body image, sexualisation, air brushing, eating disorders. Lesson Activities: Introduction: Adapt the learning outcomes to meet the needs of the class and display these. Focus the students on the ground rules. Explain that this lesson will address the students opinions on the media and its influence on a range of issues, for example: how they see themselves as male and female how the view of their bodies could be affected by things they see in the media how male and females can be perceived and treated differently by the media how to be aware of all this and avoid being negatively affected by it. 18

20 Lesson 1: The Media and Body Image - KS3 Activity 1. Choose up to six of the questions below for discussion and write onto large pieces of paper or flip chart for a graffiti sheet activity. Alternatively devise your own similar questions. Magazines and fashion: Do magazines represent real people s lives? Is advertising sexist? Should models be all body shapes and sizes? Should airbrushing be banned? Should magazines be forced to show models of different body sizes by law? Is it OK for padded bras and thongs to be marketed for 8 year old girls? Is it OK for the playboy bunny to be used on stationery for children? About body shape, size, image: Does everyone have hang ups about their body and appearance? Why do many young people feel so unhappy about their bodies and appearance? Is it the fault of the media if young people are unhappy about their bodies? What could parents do to encourage positive body image and self confidence? What could schools do to encourage positive body image and self confidence? Are there equal expectations of men and women to look good? About food Food s just food, get over it do you agree? Is the media the main cause of eating disorders? Do you agree that eating disorders and misery about body size is the fault of small size models and celebrities? Explain to the class that these pieces of paper are Graffiti Sheets and that the students can write anything they want on them, without using anyone s names or bad language; they can also choose not to write on them if they don t want to. Ask students to write more than a Yes or No response on the graffiti sheets. Stress that personal comments or personal disclosures should not be made and refer back to the ground rules. Students write on the sheets and pass them around the room until all of the pairs/groups have had an opportunity to write on/see every sheet. Alternatively students walk round writing on the different sheets. Students could be given stick on dots to put next to a comment they agree with. 19

21 Lesson 1: The Media and Body Image - KS3 Collect in the graffiti sheets and feedback/explore the comments the students have written. This is best done in a circle put the students in register order if they are likely to be too chatty. Alternatively, you could display them around the room or get different groups to feedback different sheets. Go over each sheet eliciting comments from students based on the comments on the sheets. Be careful to keep the focus light; avoid reinforcing any prejudices and focus on examining the media versus real bodies issues by celebrating peoples diversity, happiness and fulfilment being invested in more than their body image, whilst acknowledging that body image plays a large part in people s self esteem. You re not looking to give answers but reassure the students that this is a complicated series of issues; it s OK to feel confused/anxious about it; and that there is support available and things that people can do to help. The key messages here are; > To value diversity and difference > To be sensitive and tolerant of other peoples self esteem and body image > To make healthy choices in food and appearance > To be aware of the influence/manipulation of the fashion industry and media and to have strategies to be positive in the face of it Activity 2. Show Sex and advertising aspect of the PowerPoint. Ask the question What do we mean by the media? List the ideas of examples of the media on the board. For example TV, internet and magazines. Explain that the next part of the lesson is going to look at how the media uses sex to sell various products. Give each group an advertisement with the following questions: What is this advertising? Why do you think the image has been chosen to advertise this product? Would you buy this product as a result of this advert? Then feedback to the class. Activity 3. Give out prepared adverts from magazines / the Internet to explore together or in pairs the following questions: Why are so many adverts of women showing them with no clothes? Does this happen with pictures of men? What messages are there that children and young people could take in about sex, relationships, bodies etc What could you do if you disagreed with this type of advertising? (For example lobby the government to make this type of advertising illegal, discuss it with friends, not buy magazines that use this form of advertising) 20

22 Lesson 1: The Media and Body Image - KS3 Activity 4. Ask the students to divide a piece of paper in four with a picture of themselves in the middle. Ask the students to think of a person or people they know who have good things to say about them and their appearance: a grandparent, friend, parent, teacher etc. Ask the students to write a comment from this person in three of the corners of the paper, which makes them feel good about themselves in the face of pressures from the media and other people about body image. For example: You look lovely, I like your outfit, I love your hair etc. In the last corner the students should think of a comment they would like to make to themselves which they can repeat when they are feeling down about their bodies to make them feel better and remind them of their individual positive qualities. Activity 5 Assessment: Summarise by encouraging all students to offer one key message to give to a friend about how to avoid feeling bad about yourself / your body in light of media influences. Activity 6. Question Box 21

23 Lesson 2: The Law, Sex and The Internet - KS3 Aim: To explore the sexualisation of the internet and responsibilities in using the net safely. Example Learning Outcomes: (1.1a, 1.1b, 1.2a, 1.3c, 2.2e) (9.1, 9.11, 9.12, 9.3) I understand the law related to pornography and sex I have explored attitudes towards risk-taking I can explain some ways in which I can keep myself and others safer when using the internet and mobile phones Resources: PowerPoint, Law Quiz sheets, pair work cards, scenario cards. Key words: pornography, offensive, indecent, law legal / illegal, sexual assault, consent, cyberbullying Lesson Activities: Adapt the learning outcomes to meet the needs of the class and display these. Focus the students on the ground rules. Explain that this lesson will focus on the Law as it relates to sex and pornography. Also make reference that it is not assumed that all students will have seen pornography but we will build on our previous lesson to explore the broader portrayal of sex in the media and to what they understand by pornography. Activity 1 Ask the class how they would define Pornography Pornography is... discuss Does everyone think it is the same thing? Put the Oxford English Dictionary definition on the PowerPoint to discuss. Pornography is printed or visual material containing the explicit description or display of sexual organs or activity intended to stimulate sexual excitement Cover the fact it is a subjective term used dependent on various factors such as personal values, faith, experience and that it is difficult to achieve a consensus to what is art, erotica and pornography. Activity 2 The Quiz. Either give out the quiz to do in pairs or as small groups. Feedback and discuss the answers as a whole class 22

24 Lesson 2: The Law, Sex and The Internet - KS3 Please the answer or answers that you think are correct. 1. What is the age of consent? (The age which the Law states it is legal to have sex) a) 15 b) 16 c) Which of the following are illegal? a) Looking at photographs of people having sex on the internet b) Watching pornography showing adults c) Watching pornography showing children 3. Which of the following are illegal? a) A 16 year old posing topless for photographs b) A 16 year old sending topless photographs of herself on to others c) A 16 year old posting topless photographs of herself on to her social networking site 4. Which of the following are illegal? a) A 16 year old boy taking topless photos of his girlfriend b) A 16 year old boy sending topless photographs of his girlfriend on to others c) A 16 year old boy posting topless photographs of his girlfriend on to his social networking site 5. Which of the following examples of cyberbullying and sexual bullying are illegal? a) A 14 year old girl is instant messaging another girl in her year group on a daily basis calling her a sl** and a bi*** b) A 15 year old boy is sending threatening texts to a girl in his year group stating that if she tells anyone he will come after her and tell everyone she is frigid c) A 14 year old boy has been writing offensive homophobic comments on a 13 year old s Facebook profile causing him to stay off school 6. Which of these is true: a) A 15 year old girl being touched on her breasts against her wishes is an illegal act b) A 21 year old woman being touched on her bum against her wishes is an illegal act c) A 12 year old boy being touched on his bum against his wishes is an illegal act 23

25 Lesson 2: The Law, Sex and The Internet - KS3 Answers for KS3 Quiz 1. The age of consent is 16. The age at which it is legal to have sex is called the age of consent. In the UK the age of consent is 16 years old for everyone, whether they want to have sex with someone of the same or opposite sex. The age of consent law was designed to protect young people from harm rather than to prosecute them. If young people are under 16 and having sex, it s unlikely they will get into trouble as long as there is not a large age difference between them and their partner and that both young people consent to have sex. 2. Which of the following are illegal? a) Looking at photographs of people having sex on the internet b) Watching pornography showing adults c) Watching pornography showing children Short answer: ALL. A&B have the potential to be illegal depending on the content, C is definitely illegal. Answer explained for students: A and B are legal as long as the content of the photographs or the pornography showing adults is legal pornography. Legal pornography is classified as showing explicit sexual intercourse or sexual acts between 2 people. Illegal pornography would have content which is what is classified as extreme which means it contains violent, threatening or harmful material, therefore there is potential for a and b to be illegal. C is illegal and in terms of the Law children refers to under 18s therefore pornography which has images of anyone under 18 is classified as child pornography or more appropriately described as indecent images of children (see note on page 8 regarding terminology) Owning pornography showing adults engaging in extreme sexual activity is illegal and has been since January A change has been through the Criminal Justice and Immigration Act 2008 which makes it a new offence to possess extreme pornographic images. An extreme act is defined as being one that threatens a person s life, which results or is likely to result in serious injury to a person s anus, breasts or genitals, which involves sexual interference with a human corpse, or which involves a person performing intercourse or oral sex with an animal. This became Law on 26th January See for more information. Age of the viewer : In general, owning or viewing pornography that involves people over 18 years old and over is not illegal. A child or young person under the age of 18 watching pornography is not committing an offence (although clearly there may be safeguarding issues). Pornography can have age classifications and restrictions. Pornography sold from licensed sex shops can only be sold to over 18 s. Obviously the internet is much harder to censor and control in terms of accessing material. Many pornography sites have disclaimers stating the content is for only 18 s and some can only be accessed by using a credit card but many are uncensored and unrestricted. 24

26 Lesson 2: The Law, Sex and The Internet - KS3 C is Illegal: Watching pornography showing children is illegal. This offence comes under the Protection of Children Act 1978 and the Criminal Justice Act 1988 and The Sexual Offences Act (2003). These pieces of legislation state it is illegal to take, make, distribute, show or possess an indecent image of a child. A child is defined as a person who is under 18 in an amendment under the Sexual Offences Act The offence also includes images of people who appear to be under 18 and pseudo images (images whether made by computer graphics or otherwise appearing to be an image of an under 18 year old). Looking at internet pictures of indecent images of children is illegal. Accessing an indecent image is considered to be possessing an image, meaning that the defendant can be charged if he or she accessed an image online even without saving the image because a trace of it will remain on the history, regardless if it has been deleted or not. An offence and prosecution would be based on the images being downloaded, the images would be graded using the COPINE Scale ( gov.uk) on levels 1-5 according to the content and severity of the image. The offence (therefore prosecution) would be based on the amount of images a person owns as well as the grading of them. A note on Sentences : Possession of child indecent images (images of under 18s) carry a maximum sentence of 7 years imprisonment and all those convicted go on the sex offenders register. Possession of extreme pornography (as defined above) carries a maximum sentence of 3 years imprisonment. Possession and /or the distribution of obscene material carries a maximum sentence of 5 years imprisonment. 3. Which of the following are illegal? a) A 16 year old posing topless for photographs b) A 16 year old sending topless photographs of herself on to others c) A 16 year old posting topless photographs of herself on to her social networking site Answer: a, b and c are all illegal. Any images showing under 18 year olds in erotic or topless posing (regardless of whether there is no sexual content with another person) is illegal this is classified as an indecent image of a child. The examples differ in seriousness but are all illegal. Distributing and publishing an indecent image of a child is more serious and carries more severe offences than just possession of such an image. Posting such an image on a social networking site would be considered publishing the image. 4. Which of the following are illegal? a) A 16 year old boy taking topless photos of his girlfriend b) A 16 year old boy sending topless photographs of his girlfriend on to others c) A 16 year old boy posting topless photographs of his girlfriend on to his social networking site 25

27 Lesson 2: The Law, Sex and The Internet - KS3 Answer: a, b and c are all illegal. Any images showing under 18 year olds in erotic or topless posing (regardless of whether there is no sexual content with another person) is illegal this is classified as an indecent image of a child. Additional notes as above and below. Additional note to Teachers for Question 3 & 4: The Sexual Offences Act 2003 raised the age of young people able to legally be filmed or photographed in a sexual context to 18. The same offences apply as in question 2 and the above all relate to the Protection of Children Act 1978 which made it an offence to distribute an indecent image of a child. A topless picture of a girl would still be deemed to be an indecent image of a child, albeit a level 1 image (the lowest level - images depicting erotic posing with no sexual activity). For 3a and 4a it would be the photographer committing an offence (technically even if it is the girl herself), the offence here would be creating and possessing an indecent image of a child (under 18). For 3b and 4b the offence is distributing an indecent image which is a more serious offence than possession and this still stands even if the girl herself sends on this image. For 3c and 4c as above but again more serious as not only as this distributing an indecent image it is also publishing it. Whilst this is the theory of the Law there would still need to be an element of context to take into consideration, therefore even if reported to the Police a prosecution would not be automatic, each case should be looked at on an individual basis. 5. Which of the following examples of cyberbullying and sexual bullying are illegal? a) A 14 year old girl is instant messaging another girl in her year group on a daily basis calling her a sl** and a bi*** b) A 15 year old boy is sending threatening sexual texts to a girl in his year group stating that if she tells anyone he will come after her and tell everyone she is frigid c) A 14 year old boy has been writing offensive homophobic comments on a 13 year old s Beebo profile causing him to stay off school Answer: ALL of above have the potential to be illegal. Although bullying (including cyberbullying and sexual bullying) are not specific criminal offences in UK Law, there are criminal laws that can apply in terms or harassment or threatening behaviour. Severe forms of bullying are referred to the police. For example and particularly pertinent for cyberbullying threatening and menacing communications. In fact, some cyberbullying activities could be criminal offences under a range of different laws, including the Protection from Harassment Act 1997, the Malicious Communications Act 1988, section 127 of the Communciations Act 2003 and the Public Order Act The age of criminal responsibility in the UK starts at 10. Any case such as the examples outlined above should always be considered on a case by case basis for the best and most appropriate cause of action ensuring the safeguarding of the young person is paramount. For more information see: Cyberbullying. Safe to learn: Embedding anti-bullying work in schools, DCSF

28 Lesson 2: The Law, Sex and The Internet - KS3 6. Which of these is true: a) A 15 year old girl being touched on her breasts against her wishes is an illegal act b) A 21 year old woman being touched on her bum against her wishes is an illegal act c) A 12 year old boy being touched on his bum against his wishes is an illegal act Answer : a, b and c are all true. Section 3 of the Sexual Offences Act 2003 makes it an offence for any male or female to intentionally touch another person sexually without his or her consent (a sexual assault). This still applies even if it is between two people in a relationship. A person found guilty of this offence could be sent to prison for a maximum of ten years. If the victim is under 13 this makes the offence more serious and could lead to a prison sentence of up to 14 years. In relation to the Law, under 13 year olds are not deemed able to consent to sex. Additional information to support discussion: What does consent mean? The definition of a sexual offence often revolves around consent. In simple terms, it s all about permission (or agreement). This is something that must be clearly established between two people before any kind of sexual act or behaviour. If an individual is accused of a sex offence, they must show that they reasonably believed consent had been given by the other person. Rape Under the Sexual Offences Act 2003, it is an offence for any male to penetrate with his penis the vagina, anus or mouth of a female or male without their consent. A person found guilty of this offence could be sent to prison for life. The full Sexual Offences Act 2003 can be viewed in full at Partner exploitation and violence in teenage intimate relationships A recent NSPCC survey (Barter et al, 2009) found that amongst yr olds found that a quarter of girls (25%) and 18% of boys reported some form of physical partner violence. Nearly three quarters of girls and half of boys reported some form of emotional partner violence being reported as constantly being checked up on by a partner and being made fun of. One in three girls and 16 % of boys reported some form of sexual partner violence. Reporting illegal material from the internet. If a student (or indeed an adult) has concerns about the content of any material they see or come across on the internet we should encourage this is reported to the Internet Watch Foundation (IWF) Material which would be appropriate to report falls under 3 categories: child sexual abuse images; criminally obscene adult content and inappropriate chat or behaviour towards a child. It should be made clear that if a student is sent or views material which would be categorised as illegal then this should be deleted immediately for their own interest, safety and responsibility. 27

29 Lesson 2: The Law, Sex and The Internet - KS3 Activity 3: What would you say? Divide the class into small groups and give a scenario to each group. Ask each group of students to respond to the questions on their scenario. (See overleaf on page 29 for scenario cards) Facilitate feedback from small groups and summarise internet safety issues by using the PowerPoint signposting students to the national campaign Think you know and Zip it, Block it, Flag it. Teacher Tip: Check out (the website for the National Child Exploitation and Online Protection Centre) which has a teachers section where you can sign up to access useful resources including video clips illustrating online safety. Activity 4: Assessment : Ask students to share one key thing they have learnt from the lesson with the rest of the class. Activity 5: Question Box 28

30 Scenario Cards - KS3 Scenario 1 Maisy (14) has had a Facebook profile for a while. Her friend Tilly is concerned as Maisy s profile pictures show Maisy half naked. Maisy says she isn t bothered and she likes the fact boys make comments about her body. What are the issues and risks involved for Maisy and Tilly? If you were Tilly what would you say to Maisy or what advice would you give to her? Who can they talk to for extra support or advice? Scenario 2 Jack (13) received an image of 2 naked women whilst at school. He has been showing it round his mates and now half of year 9 have the image. What are the issues and risks involved for Jack? If you were Jack s friend what would you say to him or what advice would you give to him? Who could provide extra information, advice and support for them? Scenario 3 Tess and Prinni (both 14) have been instant messaging a lad called Jon via MSN. They both really fancy him and he has asked if they would do a web cam call with him. They haven t met Jon before, but he seems a nice guy and lives locally. What are the issues and risks involved for Tess and Prinni? If you were their friend what would you say to them or what advice would you give to them? Who could Tess and Prinni talk to for extra information and advice? Scenario 4 George (14) regularly looks at girls on porn sites, he enjoys looking at them and is curious about sex and how to do it, his Mum found some images on his Laptop. What are the issues and risks involved for George? If you were George s parent what would you say to him? Who could George talk to for extra information and advice? 29

31 Lesson 3: What does a normal body look like? - KS3 Aim: To explore attitudes to our bodies and the idea of a normal body. Example Learning Outcome: (1.2b, 2.3e) (8.12, 8.13, 9.4, 9.5) I can challenge stereotyped views of what girls / women s and boys /men s bodies should look like I have explored some ways of helping others feel good about their bodies whatever their shape and size Resources: Flip chart paper & pen, Video clips, PowerPoint Keywords: Body image, stereotypes, puberty, anatomy, diversity. Lesson Activities: Adapt the lesson outcomes to meet the needs of students and display these. Focus the students on the ground rules. Explain that in this lesson they will be viewing pictures of genitals as part of exploring what normal is. Remind students that you are expecting them to be mature enough to do this and to discuss some issues about what is normal. Activity 1: Use a warm-up activity to group students into single gender groups of 4-5. Give each group a male and female body template. (Provide a pre prepared template or get groups to draw a body template) Get the students to draw and write on these the physical body changes at puberty. Ask the group to discuss which they think give boys and girls the most anxiety with 10 being the most anxious down to 0 being least anxious: so for example, the chin on a boy might be 3 but the penis might be a 10. Then compare these are boys anxious about the same parts of the body girls are anxious about and vice verse? Activity 2: Ask students to write on their templates any thing they have seen / heard in the media that contributes to this anxiety. For example six packs, large penis / breasts, shaved legs / arms / having no pubic hair is desirable etc. Activity 3: Show the male anatomy video clip from the CD:ROM. Compare some of the comments from the previous exercise to the norm of the clip. Activity 4: Show the Female anatomy video clip from the CD:ROM. Compare some of the comments from the previous exercise to the norm of the clip. Activity 5 Assessment: Feedback and encourage students to identify key messages they would give their friends / younger siblings about body shape and size. Eg: Everyone looks different Nobody looks like models in magazines/pornography Size doesn t matter to people in healthy relationships We should all be accepting and value diversity Activity 6: Question Box 30

32 Lesson 4: What is OK in a Teenage Relationship? - KS3 Aim: To explore what is OK in a relationship for young teenagers (under the age of 16). Example learning outcomes: (1.1b, 1.2a) (9.1, 9.11) I can explore my views and consider other people s views about what is OK and not OK in teenage relationships I can give advice for a friend who may be in an unhealthy relationship I can identify my rights and responsibilities in my relationships Resources: What is normal in a relationship resource cards (photocopied and cut out for each group), PowerPoint, video clips Key words: Rights, responsibilities, domestic violence, consent. Lesson Activities: Remind students of the ground rules and explain aims and outcomes for the lesson. Activity 1. Warm-up. Give out a piece of scrap paper to each student. Ask them to right on it a quality of a good relationship. These are then scrunched into a snowball and shared around the class so that everyone has a quality to read out. Activity 2. Students work in small groups to consider what is normal in a relationship at their age. Using the What is OK in a relationship? resource (see page 33) ask students to put the cards in a continuum from OK to not OK. Activity 3. Feedback from the groups, drawing out similarities and differences. If appropriate to the class (and if you have already taught lessons on sexual orientation) explore if any of their responses would be different for same sex and different sex relationships. This feedback may be an opportunity to also reinforce the CYPT core messages about sex and relationships. (See page 16). Also discuss how having additional information i.e. if it s not consenting sex, or if talking to each other all the time would make a difference. Also discuss any legal implications, e.g the age of consent being 16. Activity 4. Show the Home Office video clips on teenage domestic violence (Video clips are on the CD:ROM) Or see youtube.com and search for abuse in teen relationships (girl) / abuse in teen relationships (boy). 31

33 Lesson 4: What is OK in a Teenage Relationship? - KS3 Inform students that a home office study suggested a quarter of girls aged 13 to 17 had experienced physical violence from a boyfriend and a third had been pressured into sexual acts they did not want. The TV advert s award-winning director Shane Meadows said he wanted to highlight the problem of emotional violence, including verbal insults and controlling behaviour such as monitoring text messages. Ask girls to think of advice they would give to the girl in the clip and boys to think of advice for the boy. Feedback. Discuss with class if they think the media has an impact or influence on teenage domestic violence does the media reinforce what is OK and not OK in a teenage relationship? If so, how? Activity 5. Ask the students to each write a list of rights and responsibilities in a relationship. For example: Rights and responsibilities in my relationships: Rights : I have the right to be listened to I have the right to feel safe in my relationships I have the right to have fun with my mates, even when I am going out with someone Responsibilities: I have a responsibility to try not to be jealous I have a responsibility to listen to my partner / friend I have the responsibility to avoid name calling / hitting out in my relationships Possible Extensions: Extension 1: Develop these grids into posters / leaflets / visuals / role-play / film etc which could be an assessment of learning about positive relationships and then displayed on walls or on the school internet system. Extension 2: Task students to come up with an job description for their ideal partner, i.e their essential criteria and their desirable criteria this would lead on from the rights and responsibilities activity. Activity 6. Question box Assessment: As this is the last lesson plan out of the series for KS3 we recommend you get students to complete the post assessment form in Appendix 3. 32

34 What is OK in a Relationship? - Resource Holding Hands Saying I Love you Having penetrative sex Kissing Sharing intimate photos on your mobiles Telling mates what you have been doing with your partner Putting pressure on a partner to try stuff Talking every day Touching one another s genitals Having oral sex Secretly checking your partner s texts Calling your partner offensive names Getting jealous Seeing each other all of the time 33

35 Lesson 1: The Media and Body Image - KS4 Aim: To explore the possible influence of the media, pornography and advertising on young people in terms of body image, gender stereotyping, and the exploitation of women. Example Learning Outcomes (1.3b, 2.3d, 3b) (11.2, 11.12) I can explain some ways in which the media, including internet pornography, might influence our personal relationships in terms of: body image stereotyping men and women exploitation of women Resources: Post - it notes Pictures of models in fashion magazines (Teacher needs to supply) Pictures of models showing breasts from men s magazines and pictures with male models showing toned chests (Teacher needs to supply) Dove Campaign for real beauty Evolution film PowerPoint Key words: Media, body image, gender stereotyping, objectification, exploitation. Lesson Activities: Adapt the lesson outcomes for the lesson and display on the PowerPoint. Focus the students on the ground rules. Activity 1. Ask students to discuss in small groups and brainstorm any ways in which the media (including pornography if appropriate) may impact on how young people think about themselves and sexual relationships. See PowerPoint and pages for examples to initiate group work. 34

36 Lesson 1: The Media and Body Image - KS4 Media Symptom: Airbrushing of models Size zero models (male and female) Potential Impact: Body image pressures and anxiety to look flawless and skinny could lead to low confidence, low self esteem and insecurity, desire for cosmetic surgery. Pressure to be skinny could lead to body dissatisfaction leading to depression, eating disorders, anxiety. Fact: 1.6 million people in the UK have an eating disorder, the majority (1.4 million) are female. Boys also under pressure to be strong and macho and being increasingly affected by body image pressures Flawless skin of models Body image pressures (as above). Not all groups in society are represented very often (if at all) in advertising or media, for example people with disabilities. Narrow view of society and populations, marginalises certain groups leading to isolation and a feeling of not belonging / not fitting in or feeling accepted. Objectification: Women and men are often portrayed as sex objects (i.e the notion that sex sells ). Also media can sell the idea that (mainly women) have to be sexy and hot and available to draw attention and for male desire. Can lead to or deepen sexism, harassment, inappropriate and derogatory language and behaviour towards the opposite sex. Sex / pornography related: Sex is always available and part of a casual no strings encounter, i.e in pornography, negotiating sex or consenting to sex is not portrayed. Sex is not portrayed as part of a loving relationship it s seen as devoid of emotion and intimacy, this may perpetuate the norm is to have casual no strings sex with multiple partners. Not showing sex being negotiated can blur the boundaries when it comes to real life consenting to sex is important. 35

37 Lesson 1: The Media and Body Image - KS4 Sex is often portrayed as multi orgasmic, lengthy and mindblowing (and focuses on penetration)! This might be the case but certainly not all the time or in early sexual experiences. On average it s only a few minutes of actual penetration. Women find it difficult to orgasm, in fact many don t orgasm through penetrative sex. Foreplay is important for female arousal. Condoms are very rarely talked about or shown on TV, films, pornography Can lower the perception of the importance of condom use and decrease perceived risk of STIs / unplanned pregnancy. Genitals guys are more often than not very well endowed and don t reflect the average size of a penis, female genitals are often colourless, labia is symmetrical and there is no pubic hair. Could lead to anxiety and body image pressures resulting in low self esteem. Pornography genital size then seen as norm and desired, ie in the UK we have seen a 300% increase in labia plastic surgery in the last 5 years and an increase in requests for penis enlargement. Sexual activity often follows a set repertoire e.g in heterosexual sex its usually oral sex, vaginal then anal penetration. This is a narrow view of sexuality. Penetration is only one part of sex. People may feel pressure to take part in these sexual activities but may not actually enjoy them but feel they should do them as they are portrayed as the norm. In heterosexual pornography it s mainly sex as done to the woman aimed at a male audience. Women are often portrayed as submissive and will do anything to please the man. This can often include aggressive force within sex. Worrying if then men expect this in real life. Sex should be an equal experience with the needs of both people considered. Could lead to controlling and aggressive behaviour. Feedback students ideas. Teacher Tip! It is recommended you do some background reading to support this section, for example the context from page 7 and the Appendix 4 on theories relating to the impact of the media. 36

38 Lesson 1: The Media and Body Image - KS4 Activity 2: Display the magazine images of models male and female, around the room. Ask students to write on post its the messages these images are giving and get them to feedback and consider in what ways these pictures do not represent real people. Options to summarise: Divide the front board into male and female and ask students to put their post it notes on the board under the appropriate category and then discuss and compare the two. Ask students to put post-its on the appropriate images of models around the room then look at them and discuss as a whole group. Teacher note: It might be advisable to keep the images of models at the front to help manage the group if they are not showing maturity in doing this activity. Activity 3: Show Evolution from Dove s campaign for real beauty from the CD:ROM or see www. campaignforrealbeauty.co.uk Discuss the film and in particular the strapline No wonder our perception of beauty is distorted, e.g Would you agree? What response do you have to the film?, Why do you think it was made?, What was the message it was trying to portray? etc. For a video on male body image, one example to use is Boys and the perfect body? from Youtube. This example is also on the CD:ROM Activity 4: Ask pairs or small groups of students to think of slogans / strap lines which challenge the view of male and female bodies in the images displayed in the classroom. These could also be put on post-its / banners across the images. Other examples might be beauty is in the eye of the beholder, beauty is only skin deep. Get pairs and groups to share these with rest of the group. Homework Ask students to look our for other examples of where the media promotes a particular view of beauty or sexual relationships. Activity 5: Question Box 37

39 Lesson 2: The Media and Sexualisation - KS4 Aim: To explore the influence of the media, pornography and sexualisation of the high street on young people Example Learning Outcomes (1.3b, 2.3d, 3b) (11.2, 11.12) I can explain how someone s sexual identity and body image could be negatively influenced by the media, advertising or pornography Resources PowerPoint Sexualisation of the High Street video clip and Dove campaign for real beauty videos Onslaught and Amy. Key Words Sexualisation, body image, gender, sexuality, stereotyping, objectification, exploitation. Lesson Activities: Adapt the lesson outcomes for the lesson and display on the board. Focus the students on the ground rules. Activity 1: Watch the Sexualisation of the high street clip from the CD:ROM. Discuss the content of the clip for discussion: What are the positive and negative implications of having a high street with messages of such a sexualised nature? - Capture key points on the board and compare. Is it just harmless fun and does it mean we are being anti sex if we question or stop the sexualisation of our culture? What does the term sexualisation mean? - explore a definition. Definition of sexualisation is on the PowerPoint - Sexualisation is the imposition of adult sexuality on to children and young people before they are capable of dealing with it, mentally, emotionally or physically. Home Office Report on Sexualisation,

40 Lesson 2: The Media and Sexualisation - KS4 Activity 2: Ask the group to consider the sexualisation of the high street in terms of clothing for children. Can they think of examples? Show the picture of the padded bra for 7 year olds and the t-shirt with I love boys for children. (See PowerPoint) What messages might these send out? What impact might this have? Activity 3: Invite class to list a range of media / entertainment, e.g TV, Internet, Computer games, music / music videos, mobile phones, social networking. Next ask the class to identify Examples of sexual content and Examples of how this can lead to sexualisation of young people. The class can be divided into groups for this (one for each type of media) or you could carry out the task with the whole class. Choose what feels most appropriate for the level of the students. 39

41 Lesson 2: The Media and Sexualisation - KS4 Type of media / entertainment: TV Examples of sexual content: Sex in advertising on TV eg sex selling anything and everything! Sexual content in soap storylines How might this lead to sexualisation? Normalising sexual behaviour Message is given that sex is power (if it sells!) Internet Access to pornography Pornography websites Sexual advertising Web cam use Spam s Accessing pornography as a sex educator is providing a very distorted view of sex and relationships and can alter expectations. Access to explicit material is often before a young person is ready for it and at this stage a young person is very impressionable. Computer games Violent content, including rape scenes Women characters sexualised and submissive Gives viewer less empathy with characters and thus desensitises in real life and more accepting of sexual violence Music / Music videos Lyrics very sexualised Videos with naked women sexy dancing! Children copy and aspire to be like pop stars therefore copy moves and provocative dancing Mobile phones Social networking Sexual advertising on mobiles Sexting (texting sexual content) Bluetoothing sexual images Access to pornography Advertising Sexualised content of profiles Messaging Access to explicit material is often before a young person is ready for it (a lot of spam mail isn t asked for). Use of sexual language before sexual maturity Pressure to be sexually provocative on social profiles 40

42 Lesson 2: The Media and Sexualisation - KS4 Possible extension to Activity 3: Pairs / groups / whole class: Consider what might enhance the impact of sexualisation / pornography? Evidence shows that -there is a clear link between the earlier the exposure, the more profound the impact (and less likely to have received objective sex and relationships education). This is because early exposure to sexualised content is likely to be before a young person has the emotional intelligence to filter and make sense of the images and content therefore less likely to separate fantasy from reality. -the amount of sexual content / sex that has been watched, the more profound the impact. (Teacher Tip! - See page 11 for further reading about the impact of pornography.) Activity 4: Show onslaught and Amy from Dove s campaign for real beauty. (On CD:ROM or see www. campaignforrealbeauty.co.uk under video s. Assessment from this lesson and previous lesson: Using learning from the previous two lessons Students are then asked to write a letter, , comic strip, film story board to their younger selves (pre-teenage / pre-puberty) or a younger brother or sister, with advice on how to view the media around them and support them as they go through puberty. This should contain positive body messages about body shape, size and what is normal. Activity 5: Question Box 41

43 Lesson 3: The Law, Sex & Internet - Quiz KS4 NB. This lesson is similar to the key stage 3 version, but takes some of the issues further. It is recommended that these lessons on the law are delivered in both key stage 3 and 4. Aim: To understand the law as it relates to sex, pornography and the internet Example learning outcomes (2.2d, 3a, 3e, 3d) (10.3, 10.7, 10.9, 10.13) I know more about and have increased understanding of: the law related to pornography how the law is designed to protect young people Having explored my attitudes and considered other people s views about taking risks I can: Give practical advice to a young person about keeping themselves safer when using social networking sites/ mobile phones Resources: PowerPoint, Law Quiz sheets, pair work cards, scenario cards. Key words: pornography, offensive, indecent, law legal / illegal, sexual assault, consent, cyberbullying Lesson Activities: Put the lesson outcomes for the lesson on the board. Focus the students on the ground rules. Explain that this lesson will focus on the Law as it relates to sex and pornography. Also make reference that it is not assumed that all students will have seen pornography but we ask students to make reference to broader portrayal of sex in the media and to what they understand by pornography. Activity 1: Ask the class how they would define Pornography Writing up on the board Pornography is... discuss Does everyone think it is the same thing? Has their view of pornography changed since KS3 or as a result of our previous two lessons on the media and body image? Put the Oxford English Dictionary definition on the PowerPoint to discuss. Cover the fact it is a subjective term used dependent on various factors such as personal values, faith, experience and that it is difficult to achieve a consensus to what is art, erotica and pornography. Activity 2: The Quiz. Either give out the quiz to do in pairs or do as a whole class quiz. 42

44 Lesson 3: The Law, Sex & Internet - Quiz KS4 Please the answer or answers that you think are correct. 1. What is the age of consent? (The age which the Law states it is legal to have sex) a) 15 b) 16 c) Which of the following are illegal? a) Looking at photographs on the internet of people having sex b) Watching pornography showing adults c) Watching pornography showing adults engaging in extreme and violent sexual activity d) Watching pornography showing children 3. Which of the following are illegal? a) A 16 year old sending topless photographs of herself on to others b) A 16 year old posting topless photographs on to her social networking profile page c) Two 16 year olds filming themselves having sex d) Two 16 year olds being filmed having sex without knowing / consenting to the filming e) A 16 year old bluetoothing extreme sexual images downloaded from a website around his mates for a laugh f) A 16 year old bluetoothing images of his 17 year old mate receiving oral sex g) An adult showing an under 16 year old pornography 4. Which of the following examples of cyberbullying and sexual bullying are illegal? a) A 15 year old girl is instant messaging another girl in her year group on a daily basis using offensive sexual language and calling her a sl**, causing her to feel really humiliated b) A 16 year old boy is sending threatening sexual texts to a girl in his year group stating that if she tells anyone he will come after her and tell everyone she is frigid c) A 15 year old boy has been calling another 15 year old boy a qu*** and a trannie on his social network profile causing him to feel depressed and stay off school. 5. Which of the following are illegal? a) A 15 year old girl being touched on her breasts against her wishes b) A 16 year old boy having his penis groped by a group of his mates against his wishes c) A 17 year old girl being forced to have sex by her partner d) A 17 year old guy being forced to have sex by his partner 43

45 Quiz Answers - KS4 1. What is the age of consent? (The age which the Law states it is legal to have sex) a) 15 b) 16 c) 18 Answer: The age of consent is 16. The age at which it is legal to have sex is called the age of consent. In the UK the age of consent is 16 years old for everyone, whether they want to have sex with someone of the same or opposite sex. The age of consent law was designed to protect young people from harm rather than to prosecute them. If young people are under 16 and having sex, it s unlikely they will get into trouble as long as there is not a large age difference between them and their partner and that both young people consent to have sex. 2. Which of the following are illegal? a) Looking at photographs of people having sex on the internet b) Watching pornography showing adults c) Watching pornography showing adults engaging in extreme and violent sexual activity d) Watching pornography showing children Short answer: ALL. A & B have the potential to be illegal depending on the content, C and D are definitely illegal. Answer explained for students: A and B are legal as long as the content of the photographs or the pornography showing adults is legal pornography. Legal pornography is classified as showing explicit sexual intercourse or sexual acts between 2 people. C- extreme pornography is classified as illegal pornography which means it contains violent, threatening or harmful material. D is illegal and in terms of the Law children refers to under 18s therefore pornography which has images of anyone under 18 is classified as child pornography or more appropriately described as indecent images of children (see note on page 8 regarding terminology) Owning pornography showing adults engaging in extreme sexual activity is illegal and has been since January A change has been through the Criminal Justice and Immigration Act 2008 which makes it a new offence to possess extreme pornographic images. An extreme act is defined as being one that threatens a person s life, which results or is likely to result in serious injury to a person s anus, breasts or genitals, which involves sexual interference with a human corpse, or which involves a person performing intercourse or oral sex with an animal. This became Law on 26th January see for more information. Age of the viewer : In general, owning or viewing pornography that involves people over 18 years old and over is not illegal. A child or young person under the age of 18 watching pornography is not committing an offence (although clearly there may be safeguarding issues). Pornography can have age classifications and restrictions. Pornography sold from licensed sex shops can only be sold to over 18 s. Obviously the internet is much harder to censor and control in terms of accessing material. 44

46 Quiz Answers - KS4 Many pornography sites have disclaimers stating that the content is only for ages 18 and some can only be accessed by using a credit card but many are uncensored and unrestricted. D is illegal: Watching pornography showing children is illegal. This offence comes under the Protection of Children Act 1978 and the Criminal Justice Act 1988 and The Sexual Offences Act These pieces of legislation state it is illegal to take, make, distribute, show or possess an indecent image of a child. A child is defined as a person who is under 18 in an amendment under the Sexual Offences Act The offence also includes images of people who appear to be under 18 and pseudo images (images whether made by computer graphics or otherwise appearing to be an image of an under 18 year old). Looking at internet pictures of indecent images of children is illegal. Accessing an indecent image is considered to be possessing an image, meaning that the defendant can be charged if he or she accessed an image online even without saving the image because a trace of it will remain on the history, regardless if it has been deleted or not. An offence and prosecution would be based on the images being downloaded, the images would be graded using the COPINE Scale ( gov.uk) on levels 1-5 according to the content and severity of the image. The offence (therefore prosecution) would be based on the amount of images a person owns as well as the grading of them. A note on Sentences: Possession of indecent images of a child / children (images of under 18s) carries a maximum sentence of 7 years imprisonment and all those convicted go on the sex offenders register. Possession of extreme pornography (as defined above) carries a maximum sentence of 3 years imprisonment. Possession and /or the distribution of obscene material carries a maximum sentence of 5 years imprisonment. 3. Which of the following are illegal? a) A 16 year old sending topless photographs of herself on to others b) A 16 year old posting topless photographs on to her social networking profile page c) Two 16 year olds filming themselves having sex d) Two 16 year olds being filmed having sex without knowing / consenting to the filming e) A 16 year old bluetooting extreme sexual images downloaded from a website around his mates for a laugh f) A 16 year old bluetoothing images of his 17 year old mate receiving oral sex g) An adult showing an under 16 year old pornography Answer: All are potentially illegal. Any images showing under 18 year olds in erotic or topless posing (regardless of whether there is no sexual content with another person) is illegal this is classified as an indecent image of a child. The examples differ in seriousness but are all illegal. Distributing and publishing an indecent image of a child is more serious and carries more severe offences than just possession of such an image. Posting such an image on a social networking site would be considered publishing the image. Possession of indecent images of a child / children (images of under 18s) carry a maximum sentence of 7 years imprisonment and all those convicted go on the sex offenders register. 45

47 Quiz Answers - KS4 Possessing and distributing extreme pornography is also an offence and carries a maximum sentence of 5 years imprisonment. Additional note to Teachers for Question 3: The Sexual Offences Act 2003 raised the age of young people able to legally be filmed or photographed in a sexual context to 18. The same offences apply as in question 2 and the above all relate to the Protection of Children Act 1978 which made it an offence to distribute an indecent image of a child. A topless picture of a girl would still be deemed to be an indecent image of a child, albeit a level 1 image (the lowest level - images depicting erotic posing with no sexual activity). For (3a) it would be the photographer committing an offence (technically even if it is the girl herself), the offence here would be creating, possessing and distributing an indecent image of a child (under 18). Even if the girl herself sends on this image she would be distributing and publishing an indecent image being as she is publishing it to a website (3b) which is a more serious offence than possession. For 3c the person filming is committing an offence as they are filming an indecent image of a child (an under 18 year old). If both parties then keep copies of the filming they are both committing an offence as they are both possessing an indecent image (regardless of whether it s themselves and they consented). Marriage or being in an enduring relationship could be a defence against this offence as long as the photography is not shown to a third party (then considered distribution of the image). For (3d) two 16 year olds being filmed having sex without consenting is illegal and a more serious case than the other examples above. It is the person filming who is committing the offence of voyeurism stated under section 67 of the Sexual Offences Act Section 48 of the Sexual Offences Act also applies in this case which covers causing or inciting child pornography which this is being that it is young people under the age of 18. For (3e) this is illegal due to the nature of the images being extreme. See question 2c above. A possession offence would come under the amendment in the Criminal Justice and Immigration Act 2008 and also the Obscene Publications Act 1959 because of the distribution and publishing of the images. Possession of extreme pornography carries a maximum sentence of 3 years imprisonment. Possession and /or the distribution of obscene material carries a maximum sentence of 5 years imprisonment For (3f) this is illegal and would be an offence under the Protection of Children Act 1978 and Sexual Offences Act 2003 in relation to under 18s and would be classed as the distribution of an indecent image of a child. Possession of child indecent images (images of under 18s) carry a maximum sentence of 7 years imprisonment and all those convicted go on the sex offenders register. Whilst all the above is the theory of the Law there would still need to be an element of context to take into consideration, therefore even if reported to the Police a prosecution would not be automatic, each case should be looked at on an individual basis. 46

48 Quiz Answers - KS4 3g) This is illegal. Section 12 of the Sexual Offences Act 2003 makes it an offence to cause someone aged under 16, to watch a third person engaging in sexual activity or to look at an image of a person engaging in sexual activity. Where the young person is aged 13 or over but under 16, the prosecution must prove that the defendant did not reasonably believe that the young person was 16 or over. Anyone, then, who shares any pornographic film or image with a young person under 16, would commit this offence. 4. Which of the following examples of cyberbullying and sexual bullying are illegal? a) A 15 year old girl is instant messaging another girl in her year group on a daily basis using offensive sexual language and calling her a slag, causing her to feel really humiliated b) A 16 year old boy is sending threatening sexual texts to a girl in his year group stating that if she tells anyone he will come after her and tell everyone she is frigid c) A 15 year old boy has been calling another 15 year old boy a queer and a trannie on his social network profile causing him to feel depressed and stay off school. Answer: ALL of above have the potential to be illegal. Although bullying (including cyberbullying and sexual bullying) are not specific criminal offences in UK Law, there are criminal laws that can apply in terms or harassment or threatening behaviour. Severe forms of bullying are referred to the police. For example and particularly pertinent for cyberbullying threatening and menacing communications. In fact, some cyberbullying activities could be criminal offences under a range of different laws, including the Protection from Harassment Act 1997, the Malicious Communications Act 1988, section 127 of the Communciations Act 2003 and the Public Order Act The age of criminal responsibility in the UK starts at 10. Any case such as the examples outlined above should always be considered on a case by case basis for the best and most appropriate cause of action ensuring the safeguarding of the young person is paramount. For more information see: Cyberbullying. Safe to learn: Embedding anti-bullying work in schools, DCSF Which of the following are illegal? Answer : ALL of the scenarios given in this question are illegal a) A 15 year old girl being touched on her breasts against her wishes is illegal Section 3 of the Sexual Offences Act 2003 makes it an offence for any male or female to intentionally touch another person sexually without his or her consent (a sexual assault). This still applies even if it is between two people in a relationship. A person found guilty of this offence could be sent to prison for a maximum of ten years. If the victim is under 13 this makes the offence more serious and could lead to a prison sentence of up to 14 years. In relation to the Law, under 13 year olds are not deemed able to consent to sex. 47

49 Quiz Answers - KS4 b) A 16 year old boy having his penis groped by a group of his mates against his wishes is illegal Answer to question 5a) applies the same in this case. c) A 17 year old girl being forced to have sex by her partner is illegal This is rape. Under the Sexual Offences Act 2003, it is an offence for any male to penetrate with his penis the vagina, anus or mouth of a female or male without their consent. This is the same regardless of whether it is a partner or indeed within a marriage. A person found guilty of this offence could be sent to prison for life. d) A 17 year old guy being forced to have sex by his partner is illegal Answer to question 5b) applies the same in this case it makes no difference if those involved are the same sex. 48

50 Lesson 3: The Law, Sex & Internet - KS4 Additional information to support discussion: A note on offences and prosecutions: While the Police may not pursue investigations into the activities of young people of similar ages taking pictures of one another where this is consensual, it is nonetheless illegal. It can be a useful input into discussions with young people to highlight that offences associated with indecent images of children relate to young people up to the age of 18 and that what they might consider normal flirting activity on webcam or in a chatroom could be classed as a sexual offence and result in them in being very vulnerable situations and potentially breaking the Law. The full Sexual Offences Act 2003 can be viewed in full at What does consent mean? The definition of a sexual offence often revolves around consent. In simple terms, it s all about permission (or agreement). This is something that must be clearly established between two people before any kind of sexual act or behaviour. If an individual is accused of a sex offence, they must show that they reasonably believed consent had been given by the other person. Rape Under the Sexual Offences Act 2003, it is an offence for any male to penetrate with his penis the vagina, anus or mouth of a female or male without their consent. A person found guilty of this offence could be sent to prison for life. Partner exploitation and violence in teenage intimate relationships A recent NSPCC survey (Barter et al, 2009) found that amongst yr olds found that a quarter of girls (25%) and 18% of boys reported some form of physical partner violence. Nearly three quarters of girls and half of boys reported some form of emotional partner violence being reported as constantly being checked up on by a partner and being made fun of. One in three girls and 16 % of boys reported some form of sexual partner violence. Reporting illegal material from the internet. If a student (or indeed an adult) has concerns about the content of any material they see or come across on the internet we should encourage this is reported to the Internet Watch Foundation (IWF) Material which would be appropriate to report falls under 3 categories: child sexual abuse images; criminally obscene adult content and inappropriate chat or behaviour towards a child. It should be made clear that if a student is sent or views material which would be categorised as illegal then this should be deleted immediately for their own interest, safety and responsibility. Summary message to students : Texting nude photos to your boyfriend or girlfriend may sound like harmless fun, but it can have huge consequences. A 15-year-old may think there s nothing wrong with sexting- sending nude or semi-nude images of themselves to impress a new boyfriend or girlfriend. But you should think again. Not only do you risk having private pictures distributed among schoolmates or uploaded onto social networking sites, there could be legal consequences too. Any teenager who forwards those photos to someone else - even if both parties consent to it - could end up with a conviction as a sex offender. Activity 3: What would you say? Give out scenarios to small groups of students and ask them to respond to the questions on the next page. 49

51 Scenario Cards - KS4 Scenario 1: Josh (16) took some pictures of his girlfriend Josie (16) in sexy poses she consented to them at the time. Josie has broken up with Josh but now he is threatening to post the pictures on Facebook if she doesn t get back together with him. What are the issues and risks involved for Josh and Josie? If you were Josie s friend what would say to her or what advice would you give to her? If you were Josh s friend what would say to him or what advice would you give to him? Who could both of them talk to for extra information and advice? Scenario 2: George (15) has become obsessed with looking at girls on porn sites, he enjoys looking at them and is curious about sex and how to do it, his Mum found some images on his laptop and is worried about this and threatening to report him if he doesn t delete them and stop this. What are the issues and risks involved for George? If you were George s friend what would say to him or what advice would you give to him? Who could George talk to for extra information and advice? Scenario 3: Sara and Matt (both 16) had been together for 6 months. Matt has just found out Sara has cheated on him, he feels really hurt and to get revenge on Sara Matt has sent a video of him taken on his mobile of he and Sara having sex to one of his mates. What are the issues and risks involved for Sara and Matt? If you were Sara s friend what would say to her or what advice would you give to her? If you were Matt s friend what would say to him or what advice would you give to him? Who could both of them talk to for extra information and advice? Scenario 4: Whilst drunk at a party Marc filmed his mate Jon receiving oral sex from a local girl. Jon and the girl hadn t realised it had been filmed but hears from a friend the clip is being shared round local young people, she is really upset about this and can t face going to school. What are the issues and risks involved for Marc and Jon and the girl involved? If you were Marc s friend how might you react? If you were this girl s friend what would say to her or what advice would you give to her? If you were Jon s friend what would you say to him or what advice would you give to him? Who could both of them talk to for extra information and advice? 50

52 Lesson 3: The Law, Sex & Internet - KS4 Activity 4: Facilitate feedback from small groups / pairs: Summarise internet safety issues by using the PowerPoint signposting students to the national campaign Think you know and Zip it, Block it, Flag it... Teacher Tip: Check out (the website for the National Child Exploitation and Online Protection Centre) which has a teachers section where you can sign up to access useful resources including video clips illustrating online safety. Activity 5: Question Box 51

53 Lesson 4: Attitudes to sex and pornography - KS4 Aim: To explore personal and societal attitudes towards pornography Example learning outcomes: (1.3b, 2.3d, 3f) (10.5, 11.2, 11.12,) I can listen to others and explore attitudes to pornography I can explain how pornography could affect how people might behave towards each other in a sexual relationship I can challenge sexually offensive and derogatory comments Resources: Attitude statements, Agree / Disagree signs, PowerPoint Key Words: Attitudes, Society, Offensive, Derogatory, Discrimination. Lesson Outline: Introductions, group agreement discuss how to constructively challenge particularly, aim and objective of session. Activity 1: Attitude continuum In accordance to their gut reaction to each of the statements on page 53, get the group to stand in a continuum of agree to disagree. Alternatively have 2 areas of the room labelled agree and disagree or 4 areas labelled strongly agree, agree, disagree and strongly disagree. Encourage them to constructively challenge each other if there are different perspectives in the group. Statements can be chosen according to the needs and maturity of the class and issues that have been raised in previous lessons. Depending on potential restrictions such as physical space and willingness of class to participate and be honest another option to do this activity would be to give out the continuum as a worksheet (Page 53) so this can be completed individually or in pairs. Students need to place an X on the continuum in relation to their personal attitude. The statements are listed on page 53. There are some statistics / questions on the PowerPoint to aid further discussion with this activity, for example: 1. Interest in pornography : According to a survey in 2008, 58% of teenagers said they viewed pornography regularly 1 in 10 said they view it every day and online was where most young people view it. 2. Male viewing: Statistics show this is true the majority of viewers of pornography are male, although increasingly females are seeking it. This in part explained because male arousal is triggered much more visually than in women. 3. Being a good lover. This statement allows exploration of what it means to be a good lover. Is it physical attributes and what pleasure can be sought, or is it about trust and communication? 52

54 Lesson 4: Attitudes to sex and pornography - KS4 Mark an X beneath the line as to your personal response to the statement: 1. All young people are interested in pornography strongly agree unsure strongly disagree 2. More young men than young women look at pornography strongly agree unsure strongly disagree 3. Pornography teaches young men how to be good lovers strongly agree unsure strongly disagree 4. Pornography teaches young women how to be good lovers strongly agree unsure strongly disagree 5. Pornography is harmless fun strongly agree unsure strongly disagree 6. Pornography is degrading to women strongly agree unsure strongly disagree 7. Pornography discourages people from practising safer sex strongly agree unsure strongly disagree 8. Pornography causes people to have unrealistic expectations of sex strongly agree unsure strongly disagree 9. Some pornography is OK and other pornography isn t OK strongly agree unsure strongly disagree 53

55 Lesson 4: Attitudes to sex and pornography - KS4 Activity 2: Invite the class to brainstorm on the board some possible negative impacts of pornography. For example: Body image pressures and anxieties Boys feel pressure to have large penises / keep an erection for a long time and have as well as give multiple orgasms during sex Girls and boys may feel pressure to do certain types of sexuality activity shown in porn. Condoms are rarely portrayed in pornography therefore perceived risk of STIs may be lower and young people may think there is less need to use condoms. Explore why these can be damaging. Also acknowledge positive aspects of pornography - what do students think? Teacher Tip -See context page 7 and lesson plan page for re-cap on some of these issues. Activity 3: Challenging attitudes that may arise from pornography. The purpose of this activity is to encourage students to consider how they could challenge the derogatory attitudes that may be expressed by their peers. Choose the scenarios which are most relevant to your class. Give out the sheet / or put the statements on cards and ask pairs to think of a challenging response - see Page 55. Ask for feedback. Remind students that sometimes just saying I don t agree with that makes a stand and may support someone who is listening to the discussion. Activity 4: End round 1 thing I have learnt from today s lesson... 54

56 Scenario How do you respond? Jonny (15) says all girls are slags and says girls are only good for one thing Fiona (15) says gay porn is disgusting Charlie (16) says I wish girls were more up for it like in porn Girls in porn don t say no, that s how it should be remarks Tim (16) Girls in porn are fit in real life it s a bit of a letdown jokes Billy (15) I wish guys were as fit as they are in magazines (Molly, 15) They don t use condoms in porn; so I don t bother (Jamal, 16) 55

57 Lesson 5: What is Normal? - KS4 Aim: To consider attitudes to and images of real breasts and genitals and to explore what a normal, healthy relationship is like for someone who is mid teens. Example Learning Outcomes: (1.3b, 2.3b, 2.3d, 3b, 3f) (11.2, 11.11, 11.12, 11.13) I understand that there is a range of normal shapes and sizes when it comes to body parts I can explain some factors that help to make a relationship healthy I have practiced some ways of negotiating meeting my needs in a possible future relationship Resources: Breasts pictures Penis pictures Vagina pictures Pictures and video clips are on the CD:ROM Large sheets of paper Graffiti sheets Post it notes PowerPoint Key Words: Body image, valuing diversity, Lesson Activities: Adapt the lesson outcomes to meet the needs of students and display these. Focus the students on the ground rules. Explain that in this lesson they will be viewing pictures of genitals as part of exploring what normal is. Remind students that you are expecting them to be mature enough to do this and to discuss some issues about what is normal. Activity 1: On the large sheets of paper write all or some the following headings, as appropriate to the issues that have emerged during the teaching of these lessons: Penis size matters Boys expect breasts to be large, firm, symmetrical Girls expect breasts to be large, firm, symmetrical Pubic hair around the vagina should be trimmed/shaved/waxed Someone s body size/shape is important to how good the sex will be It is normal to lose your virginity by the time you have left school You know that you are ready for sex when. It is good/bad to have many sexual partners because Real bodies are Explain to the class that these pieces of paper are Graffiti sheets and that the students can write anything they want on them, without using anyone s names or bad language; they can also choose not to write on them if they don t want to. 56

58 Lesson 5: What is Normal? - KS4 Students write on the sheets and pass them around the room until all of the pairs/groups have had an opportunity to write on/see every sheet. Collect in the Graffiti sheets and feedback/explore the comments the students have written. This is best done in a circle put the students in register order if they are more likely to be too chatty. Go over each sheet eliciting comments from students based on the comments on the sheets. Be careful to keep the focus light; avoid reinforcing any prejudices and focus on celebrating peoples diversity, happiness and fulfilment being invested in more than their body image, whilst acknowledging that body image plays a large part in peoples self esteem. You re not looking to give answers but reassure the students that this is a complicated series of issues; it s OK to feel confused/anxious about it; and that there is support available and things that people can do to help. The key messages here are; To value diversity and difference To be sensitive and tolerant of other peoples self esteem and body image To make healthy choices in relationships To be aware of the influence/manipulation of the media and to have strategies to be positive in the face of it To be aware pornography does not represent real sex lives or healthy relationships To be aware that pornography represents women as perfectly formed, submissive sex objects and that real women aren t like that The average dress size for a British woman is The average bra size is 36 C/B Activity 2: Ask the students to concentrate on the comments from the Graffiti sheets which were about parts of the body. Discuss whether the messages from these sheets were generally positive or negative. Activity 3: Look at the Penis size matters sheet. Ask the students to compare the comments on it to what they are about to see. Show the male genitals pictures and Penis Workshop video clip. Activity 4: Look at the The vagina should be trimmed/shaved sheet. Ask the students to compare the comments on it to what they are about to see. Show the female genitals pictures. Activity 5: Look at the Boys expect breasts to be large, firm, symmetrical and Girls expect breasts to be large, firm, symmetrical sheets. Show the Breasts pictures. Look at each comment giving facts about breasts. Ask the students whether they feel that all young people think like them. Show the Real breasts gallery video clip. Discuss any comments, similarities, differences between the students responses and the young people in the clip. The purpose of this is to give messages about real/normal breasts in contrast to airbrushed, cosmetic, unreal images. 57

59 Lesson 5: What is Normal? - KS4 Activity 6: Having compared the image of body parts to the reality ask the students to write three headings: Think, Feel, Do. Ask the students to write down/respond to the three headings for the following situations: You watch a TV programme where someone of your age is supposed to be normal but they clearly have a perfectly toned body You are 16 and your partner regularly makes comments about your appearance which, although not really offensive, are never positive You are 18 and your partner thinks that you should watch pornography together and copy some of the material Activity 7: Feedback from the exercise any comments the students want to make, without becoming too personal, emphasising healthy behaviour within a relationship and make reference to the CYPT core messages about sexual health (see page 16). Activity 8: Question Box Assessment: As this is the last lesson plan out of the series for KS4 we recommend you get students to complete the post assessment form in Appendix 3. 58

60 Possible Extension Activities Introduction These activities can be slotted into the sex and relationship education curriculum or into the lessons outlined in the pack as appropriate to the identified needs of students in your class. Activity 1. Sex and relationship education versus pornography. It is not uncommon for students to ask to view pornography as a part of sex and relationship education. Give the following grid to small groups of students to complete. What can we learn about sex and relationships from pornography and from sex and relationship lessons? PORNOGRAPHY SEX AND RELATIONSHIP EDUCATION POSITIVE NEGATIVE POSITIVE NEGATIVE 59

61 Possible Extension Activities Activity 2. The impact and influence of pornography in relationships The purpose of this activity is to explore the influence of pornography. Pornography can enhance someone s pleasure. On the other hand it could be detrimental and problematic within a relationship. This activity aims to explore the potential impact it may have. Split the class into three or four and give each smaller group a piece of flipchart and a marker. Ask them to create a couple and call them A and B. Ask them to name their couple and make up some details about them. They must be young people and they are in a sexual relationship with each other. When they have created their couple give them one of the cards below to work with. Ask them to think about their characters with the additional information on the card and work through the questions below. Pairs could then receive a different card and repeat the process. A looks at hard core pornography regularly, s/he downloads clips and films from the internet and communicates with people via internet sex chat sites. A reads Nuts and Zoo magazine and always has a quick peep at page 3 in the morning. A also enjoys sexy stories and books which turns him/her on. A does not use pornography as it doesn t turn him/her on. A doesn t use pornography because s/he thinks it is disgusting. S/he found his/her brothers images on the computer and was very shocked. S/he objects to the treatment and objectification of women in the films Questions What does A like to do sexually? Does B like this? What s A s view and expectations of sex in a relationship? What s B s view and expectations of sex in a relationship? What is the impact and influence of pornography within this relationship (if any?) 60

62 Possible Extension Activities Activity 3. Planet Porn (Fantasy Vs reality) Split the class into groups and give groups either a flipchart paper entitled Planet Porn or Planet Earth. Ask them to draw and write to describe their planet: What do the people look like? How do they dress? How do they talk to each other? What type of relationships do they have? What s good about the planet? What s not good about the planet? Groups can then swop flipchart paper and add anything missing. The purpose of the activity is to separate fantasy vs reality and the unrealistic nature of pornography. Activity 4. Pornography and the legal implications of mobile use This activity helps get the key messages about the law and pornography across in a simple way: All stand up 1. Keep standing if you own a mobile phone (sit down if you don t) 2. Keep standing if your mobile can take or receive picture messages (sit down if you can t) 3. Keep standing if you have ever received a pornographic image on your phone (sit down if you haven t) 4. Keep standing if you have ever received a pornographic image that involves an animal / animals having sex. (sit down if you haven t) 5. Keep standing if you have forwarded this message on : (Sit down if you didn t) Ask at what point has the law been broken? Answer is: potentially at point 3 as this would be possession of an indecent image this would depend on the content of the image if involves under 18s or extreme sexual content then this would be considered an offence and the Law has been broken. Point 4 would definitely be illegal and an offence as this would be considered bestiality, which is illegal to possess advice is if you receive such an image to delete it immediately. Point 5 This is illegal and makes it a more serious offence; ie the forwarding / the publishing of the image. 61

63 Possible Extension Activities Activity 5. Discussion activity Divide the class into pairs and give each pair a discussion card, choose cards which you feel are suitable for the stage and maturity of your class, choose from the following or develop your own: Why do you think some young people view pornography? Do young men look at pornography? / Do young women look at pornography? Do young men talk about pornography? / Do young women talk about pornography? Is pornography entertainment? Is some pornography acceptable, and some unacceptable? Some people find pornography offensive? Why? Do you think pornography reflects real relationships? Do you think pornography reflects real bodies? How do you think teachers should raise and deal with the issues of pornography? Do you think parents should discuss pornography with their teenagers? Do you think pornography can ever be harmful? Give students a few minutes to discuss their cards. Take whole class feedback as appropriate, drawing on some of the main points in relation to the learning objectives. 62

64 Appendix 1: Pornography and the Law The details included in this appendix are for information purposes only. While every effort has been made to ensure this information is accurate and up to date, it does not, and is not intended to, amount to legal advice In general, owning or viewing pornography that involves people 18 years old and over is not illegal. A child or young person under the age of 18 watching pornography is not committing an offence (although clearly there may be safeguarding implications). Producing or publishing pornography (as opposed to owning and viewing) is an offence under the Obscene Publications Act 1959/1964 if it is likely to deprave and corrupt those viewing it. Recent legislation has made it illegal for anyone to possess Extreme pornography a term introduced in Part 5, Section 63 of the Criminal Justice and Immigration Act 2008, which made possession of such images a criminal offence from 26 January It refers to pornography which is grossly offensive, disgusting or otherwise of an obscene character, and portrays any of the following: (a) an act which threatens a person s life (b) an act which results, or is likely to result, in serious injury to a person s anus, breasts or genitals (c) an act which involves or appears to involve sexual interference with a human corpse (d) a person performing or appearing to perform an act of intercourse or oral sex with an animal (whether dead or alive) The Protection of Children Act 1978 and amendments makes it illegal to take, make, distribute, show or possess an indecent image of a child. A child is defined as a person who has not reached the age of 18, although the offence now includes images of people who appear to be under 18, and also includes pseudo-photographs. Accessing an indecent image is considered to be possessing the image, meaning that a defendant can be charged if he or she accessed an image online even without saving it. Marriage or being in an enduring family relationship could be a defence against this offence as long as the photograph is not shown to a third party. So, for example, a 17 year old young man showing someone a topless picture of his 17 year old girlfriend, or wife, would be committing an offence. The Sexual Offences Act 2003 (and amended) as well as making illegal a range of sexual activity with children and young people under 16, the Act includes a number of clauses which have impact on young people and pornography. 63

65 Appendix 1: Pornography and the Law Section 12 makes it an offence to cause someone aged under 16, to watch a third person engaging in sexual activity or to look at an image of a person engaging in sexual activity. Where the young person is aged 13 or over but under 16, the prosecution must prove that the defendant did not reasonably believe that the young person was 16 or over. Anyone, then, who shares any pornographic film or image with a young person under 16, would commit this offence. Section 47 makes it an offence to pay for the sexual services of a child (in this case someone under 18). Whilst the clause is designed to stop child prostitution, there are cases, for example, of young people engaging in sexual activities (such as stripping) on webcam in return for mobile phone credit. This would constitute an offence for the onlooker, regardless of their age. Section 48 covers causing or inciting child pornography. Again the age of a child is anyone under 18, and there is no requirement for there to be any financial gain, so any filming on a mobile phone of sexual activity, say at a party or indeed within a sexually active couple under 18, could be classed as an offence NB: While the police may not pursue investigations into the activities of young people of similar ages taking pictures of one another where this is consensual, it is nonetheless illegal. It can be a useful input into discussions with young people to highlight that offences associated with indecent images of children relate to young people up to the age of 18 and that what they might consider normal flirting activity on webcam or in a chatroom could be classed as a sexual offence. Further information

66 Appendix 2: Information for Parents / Carers Example communication with parents / carers about the resource and aspect of the curriculum This is for you to adapt in correspondence you may wish to have with parents / carers about this aspect of your planned sex and relationship education programme: Dear Parent / Carer As part of our broader Personal, Social, Health Education curriculum (PSHE), we shall be exploring the influence and impact of the media, including pornography on young people s attitudes and behaviour. There is evidence to show that increasing numbers of young people are accessing pornography and that pornography along with the media representation of men and women is shaping young people s expectations about sex, the opposite sex, to body image and views on safer sex. There is also concern nationally about an increase in violence in teenage relationships. As with all sex and relationship education these lessons will be taught within a safe learning environment by trained teachers who will aim to be as sensitive as possible to faith issues whilst responding appropriately to the concerns and issues faced by young people in today s society. This new part of our sex and relationship education programme will: Provide information about the law, sex and pornography and explain for example that it is illegal to Bluetooth pornography and sexual images via mobile phones Explore media representations of male and female bodies and using materials on the Channel 4 and Dove websites explore normal body shape Explore and critique the attitudes to men, women, sex and bodies portrayed in the media and pornography Develop young people s skills to keep themselves and their friends safe. To read our Sex and Relationship Education policy please go to our school website {insert}. Parents and carers are reminded of their right to withdraw their child from sex and relationship education. Please contact {insert name and details} if you have any concerns about the sex and relationship education programme. The increasing concerning issues of cyber bullying and safe internet and mobile phone use and safety in and out of school settings are also covered in this teaching pack. We encourage you to discuss such issues with your teenagers; is a useful resource to assist this. 65

67 Appendix 3: Assessment Pre and post student self assessment (including some evaluation of the sessions) Before the series of lessons begin: During sex and relationship education we shall be exploring the impact and influence of the media, including pornography, in relation to our attitudes and values to sex, to gender roles, expectations in relationships, safer sex, body image, self esteem and internet use. 1: How do you feel about talking about these issues in class? 2: What would help you to be honest and feel safe to discuss these issues? 3: How much have you already questioned the influence and impact of the media? (mark a cross on the line below) (not at all) 5 10 (a lot) 4: How much do you think the media influences young people s attitudes and behaviour? (not at all) 5 10 (a lot) 5: What are your thoughts and opinion about the influence and impact of the media? 6: What would you like to cover and learn about in these lessons? 66

68 Appendix 3: Assessment After the series of lessons: During SRE in the last term we have explored the impact and influence of the media, including pornography, in relation to our attitudes and values to sex, to gender roles, expectations in relationships, safer sex, body image, self esteem and internet use. 1: How did you feel talking about these issues in class? 2: Looking back would anything have helped you to contribute more to discussion? 3: How much have you questioned the influence and impact of the media as a result of the lessons? (mark a cross on the line below) (not at all) 5 10 (a lot) 4: How much do you think the media influences young people s attitudes and behaviour? (not at all) 5 10 (a lot) 67

69 Appendix 3: Assessment 5: What are your thoughts and opinion about the influence and impact of the media? In particular: - How it influences body image? - How it influences the expectations of young people in terms of sex and relationships? - How it influences and shapes attitudes to the opposite sex and can stereotype roles? - How it might exploit women / men? 6: What ways could you advise a friend in reassuring them and avoiding them being negatively affected by the media? 7: Name one thing you learnt about how the law relates to pornography access on mobile phones or the internet : 8: Overall, how useful has it been to explore these issues within SRE? (not at all) 5 10 (a lot) 9: Can you make recommendations for improving the lessons / making it more useful? 68

70 Appendix 4: Theoretical Perspectives Appendix 4: Theoretical Perspectives The potential for mass media to influence behaviour has been supported through a number of different psychosocial theories, hypotheses, and models. Although there is considerable variation in theoretical mechanisms by which media might affect adolescents sexual attitudes and behaviours, most appear to recognize that sexually related message content and behaviour act over time as stimuli to change consumer psychological and behavioural function. Learning about these behaviours and attitudes is paramount to both understanding and possibly modifying the impact of the media upon the social construction of sexuality, specifically useful for considering effective initiatives and approaches. Bandura s Social Learning Theory (Bandura, 1977) is one of the most prominent of these theoretical mechanisms, which provides evidence that even when children and adults have not actually performed a behaviour, they can lean by imitation, i.e they can learn about sexuality from observing others depicted in the media. Bandura identifies three main processes involved in learning: direct experience, indirect or vicarious experience from observing others (modelling), and the storing and processing of complex information through cognitive operations. This theory suggests that behaviours are learned and that they are influenced by social context. Social Comparison Theory (Festinger, 1954 cited in Morrison et al, 2006) extends the framework of social learning theory and has been used to account for the relationship between media exposure and attitudes toward the body (Thompson et al 1999, cited in Morrison et al, 2006) Stated briefly, this theory maintains that individuals attempt to enhance self-understanding by comparing themselves to others on various dimensions such as physical appearance and personal achievement. The target that individuals use for comparative purposes within Social Comparison Theory may be universalistic (i.e distant as a celebrity figure) or particularistic (i.e a close comparison such as a friend). In addition, the comparisons that individuals make may be positive (i.e superior) or negative (i.e inferior) Morrison et al (2006) Disinhibition theory examines that existing behavioural tendencies of children and others are inhibited by experience. Continued exposure to television however, disinhibits viewers, making them more accepting of the behaviour. (Comstack, 1989 cited in Escobar-Chaves et al, 2005) Arousal theory (Zillman, 1982) focuses primarily on the immediate effects that sexually suggestive material may have on behaviour. TV content, for example, can produce general emotional and physiologic arousal (i.e activation of the nervous system rather than specific sexual arousal) that is likely to elicit some type of individual and contextual behavioural response. (Zillman, 1982 cited in Escobar-Chaves et al, 2005). Third-Person Effect Hypothesis states that people tend to perceive mass media messages to have a greater impact on others attitudes and behaviours than on themselves (Davison, 1983 cited in Lee & Tamborini, 2005 ). A practical way of looking at the third person effect is that messages have little effect on people like you or me, but the ordinary reader is likely to be influenced a lot. This phenomenon may be exacerbated for adolescents and may lead to underreporting of decision making factors. Lee and Tamborini (2005) found significance with the third person effect and the exposure of pornography on the internet and thus found negative consequences of the effects than were being reported and argue for more internet censorship as a result. 69

71 References Bandura A. (1977) Social Learning Theory. Englewood Clifs, NJ: Prentice Hall BBC Vaginal surgery on the rise in the UK, October, health/newsid_ / stm Beat Bullying Sexting Research (2009) Buckleitner,W.& Foundation,M (2008). Like taking candy from a baby: How young children interact with online environments. Cochrane,K (2005) Mummy I want to be a Porn star the Sunday Times, Times Online, Sept, DCSF Guidance (2007) Safe to learn Dean, L (2007) Young men, pornography and sexual health promotion ( MA research, Brighton University) Dines,G (2008) Childified Women:How the mainstream porn industry sells child pornography to men. Escobar-Chaves,L.S Tortolero,S.R., Markham,C.M., Low,B.J., Eitel,P., & Thickstun (2005) Impact of the media on adolescent sexual attitudes and behaviours Pediatrics : Official Journal of the American Academy of Pediatrics. 116, pg Festinger,L (1954) A theory of social comparison Human relations Vol 7 cited in Morrison, G., Ellis, S., Morrison,M., Bearden,A., Harriman, R.L (2006) Exposure to sexually explicit material and variations in body esteem, genital attitudes, and sexual self esteem among a sample of Canadian men Journal of Men s studies Vol.14 PG Flood, M (2009) The harms of Pornography exposure among children and young people. Child Abuse Review Vol 18. Published online in Wiley Science. Haggstrom-Nordin,E, Hanson, U and Tyden,T, (2005) Associations between pornography and sexual practices amongst adolescents in Sweden, International Journal of STD and AIDS, vol 16, no 2, Haggstrom-Nordin,E, et al (2006) Its everywhere! Young Swedish people s thoughts and reflections about pornography, Scandinavian Journal of Caring Sciences, vol. 20, no 4, Juniper Research,(2005) Adult to Mobile: Personal Services Juniper Research,(2009) Monetising Mobile Adult Content Lee,B & Tamborini, R (2005) Third Person Effect and Internet Pornography: The Influence of collectivism and Internet self-efficacy Journal of Communication June PG

72 References & Further Reading Morrison, G., Ellis, S., Morrison,M., Bearden,A., Harriman, R.L (2006) Exposure to sexually explicit material and variations in body esteem, genital attitudes, and sexual self esteem among a sample of Canadian men Journal of Men s studies Vol.14 Papadopoulos, L., Sexualisation of young people: Review (2010) Home Office. Peter.J.,& Valkenburg,P (2006) Adolescents exposure to sexually explicit material on the internet. Communication Research, 33,178 Wallymyr,G & Wellin, C (2006) Young People, pornography, and sexuality: Sources and Attitudes, The Journal of School Nursing Vol 22 (5) pg You Gov / Channel 4 Sex Education Survey (2008) Recommended Further Reading: Young People and Pornography: A Briefing for Workers, September FPA, Sheffield Centre for Sexual Health & HIV, Brook and NYA Papadopoulos, L., Sexualisation of young people: Review (2010) Home Office.... Barter et al (September,2009) Partner exploitation and violence in teenage intimate relationships (NSPCC) Buckingham, D et al (2010) External research on sexualised goods aimed at children, Scottish Parliament Buckingham, D & Bragg, S, (2004) Young People, sex and the media: the facts of life? Palgrave Macmillan Cyberbullying: Safe to Learn: Embedding anti-bullying work in schools (DCSF) (2007) HM Government (2010) Call to end Violence against women and girls Strategy ( uk) Limmer,M and Redgrave,K (2006)Power, gender and consent, making sense of sexual risk taking among vulnerable young women, Rochdale Teenage Pregnancy Strategy. Limmer,M & Redgrave,K (2005) It makes you more up for it School ages young people s perspectives on alcohol and sexual health Rochdale Teenage pregnancy Strategy Maxwell,C, & Aggleton,P (2009) Young women and their relationships power and pleasure, Thomas Coram Research Unit. Paul, P (2005) Pornified: How pornography is transforming our lives, our relationships, and our families 71

73 References & Further Reading UK Council for Child Internet Safety Click clever, click safe: The first UK Child Internet Safety Strategy (DCSF) (2009) Walter,N (2010) Living Dolls; The return of sexism Useful relevant websites: (Bish have produced various resources on pornography including An educational guide to porn ) (Useful teaching pack Expect Respect can be downloaded from here) Review of commercialisation and sexualisation of children: At time of going to print the Government is to carry out an independent review into the commercialization and sexualisation of childhood, and report back with recommendations in May See for developments. Internet safety and censorship: UK Council for Child Internet Safety : clickcleverclicksafe.direct.gov.uk Child Exploitation and Online Protection Centre : / Censoring: Spam filtering software Internet Watch Foundation Beat Bullying Internet Safety 72

74 1