UNICEF TEACHER TRAINING MANUAL - JCHS TEACHER TRAINING :: MANUAL PLACES of SAFETY CURRICULUM GUIDE 4 5 SELF-DEVELOPMENT Unit 1 WHO AM I? - Developing self and goal setting Unit 2 SELF-

UNICEFTEACHER TRAINING MANUALPLACES OF SAFETY CURRICULUM GUIDE

SELF DEVELOPMEN

T

CITIZENSHIP

FINANCIAL LITERACY SEX & SEXUALITY

UNICEFTEACHER TRAINING MANUALPLACES OF SAFETY

AKNOWLEDGEMENTSThis manual would not be possible without the enthusiastic collaboration, commitment, energy and insight of persons from the three partnering entities, National Family Planning Board, UNICEF and Child Development Agency. Recognition should be given to them for their assiduous work and contribution.

The consultant, Ms. Patricia Sharpe, whose wealth of knowledge and insight in working with vulnerable young persons as well as her international experience in education brought valuable insight to the table.

Special thanks to the staff and ward of the Places of Safety who assisted with the development of the manual and who will be utilising it on a daily basis.

USAGETeaching teams should encourage all participants on this programme of learning to get a journal to record their knowledge, experiences and any other affective domain/ emotional learning issues.

To use this manual, it is essential that teachers are clear on the different requirements. For each module a learning objective if given as statements which should bring about the desired outcome from instruction to learners. Learning objectives are underpinned by principles of cognitive (thinking), affective (feeling) and behavioural (doing). To check understanding, knowledge and/or skills - assessment criteria are provided using directive verbs and these should assist the teaching and learning process as these basically address what the learner should demonstrate to prove that learning has taken place.

The topic-titles are frequently targeted at young people and do not have any bearing on how each criterion should be addressed, for that reason, a title from the group might be used instead; as with the topic- titles, the assessments and resources are merely suggestions/guidance.

For the purpose of piloting, teachers should aim to complete a unit in 2-3 hours based on research of the cohort’s learning needs i.e. attention span.

N.B. Should any member of the teaching team be uncomfortable with delivering a session; a member of the youth work team should be engaged for the session.

UNICEF TEACHER TRAINING :: MANUAL PLACES of SAFETY CURRICULUM GUIDE

4 5

SELF-DEVELOPMENTUnit 1 WHO AM I? - Developing self and goal setting

Unit 2 SELF- IMAGE - Body shape and skin tone

Unit 3 EMOTIONAL WELL-BEING AND SELF

Unit 4 SELF-HARM - Pain letting

Unit 5 SELF-HARM - Anger and self-control

Unit 6 SUBSTANCE MISUSE

Unit 7 SUICIDE

CONTENTSSELF-DEVELOPMENTUnit 1 WHO AM I? - Developing self and goal settingUnit 2 SELF-IMAGE - Body shape and skin tone andUnit 3 EMOTIONAL WELL-BEING AND SELFUnit 4 SELF-HARM - Pain lettingUnit 5 SELF-HARM - Anger and self-controlUnit 6 SUBSTANCE MISUSEUnit 7 SUICIDE

CITIZENSHIPUnit 1 BEING JAMAICAN Unit 2 CITIZEN JAMAICA Unit 3 CONTROL AND ORDER Unit 4 POLITICAL PROCESSES Unit 5 THE GLOBAL COMMUNITY Unit 6 THE GLOBAL CONSUMERUnit 7 WORKER RIGHTS

FINANCIAL LITERACY Unit 1 WORKING AND EARNING Unit 2 BANKING Unit 3 BUDGETING AND BORROWING Unit 4 PLANNING AND RUNNING AN ENTERPRISE

SEXUAL HEALTHUnit 1 BODY AND MIND Unit 2 SEX AND SEXUALITY Unit 3 SEXUAL DIVERSITYUnit 4 SEXUAL HEALTHUnit 5 CONTRACEPTION & PARENTING Unit 6 ABUSE-GROOMING & HUMAN TRAFFICKING

RESOURCES

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32 34 3638

42 47485154 56

58


6 7


6 7

SELF

-DEV

ELO

PMEN

T

UN

IT 1

: W

HO

AM

I?

- D

EVEL

OPI

NG

SEL

F A

ND

GO

AL

SETT

ING

Learn

ing

Ou

tcom

eTh

e le

arn

er c

an

:A

sses

smen

t C

rite

ria

The

learn

er c

an

:To

pic

Reso

urc

es &

Ass

essm

ent

Anal

yse

traits

with

in

self

that

enc

oura

ge

a he

alth

y se

lf-es

teem

an

d a

ttrac

t hea

lthy

rela

tions

hips

• D

escr

ibe

two

pers

onal

stre

ngth

s or

ab

ilitie

s •

Des

crib

e tw

o pe

rson

al w

eakn

esse

s •

Iden

tify

an a

rea

for

self-

deve

lopm

ent

• Su

gges

t a s

uita

ble

targ

et to

wor

k to

war

ds a

nd a

gree

it

with

an

appr

opria

te

pers

on

Me,

mys

elf a

nd I

Refle

ctiv

e jo

urna

ling

Cen

tre’s

Initi

al a

sses

smen

t or

RARP

A 7

actio

n pl

an te

mpl

ate

Q &

A /o

pen

foru

m d

iscu

ssio

nsAr

t wor

k –

draw

ing

Rive

r of

Life

or

othe

r

Show

und

erst

andi

ng

of h

ow to

take

re

spon

sibi

lity

for

thei

r ow

n se

lf-de

velo

pmen

t:-ed

ucat

iona

l and

/or

soci

al

1.5

Exam

ine

life

ch

angi

ng m

omen

ts

thro

ugh

expe

rienc

es

1.6

Hig

hlig

ht a

per

sona

l sk

ill o

r be

havi

our

they

ne

ed to

dev

elop

Cas

e st

udy:

Ang

elin

a’s

stor

y or

oth

er L

ife c

hang

ing

mom

ents

-abu

se, c

rimin

al ju

stic

e sy

stem

, sch

oolin

g,

frien

dshi

ps, d

eath

/grie

f, ab

ando

nmen

t-div

orce

/sep

arat

ion

Refle

ctiv

e qu

estio

ning

and

jour

nalin

g

Dem

onst

rate

how

th

ey h

ave

deve

lope

d pe

rson

al s

kills

/Set

pe

rson

al g

oals

1.7

Des

crib

e ho

w

they

will

dev

elop

th

eir

pers

onal

ski

ll or

be

havi

our

1.8

Dem

onst

rate

use

of

adv

erse

exp

erie

nces

to

mak

e ch

ange

s fo

r pe

rson

al g

row

th a

nd

deve

lopm

ent

1.9

Cat

egor

ise

sour

ces

of s

uppo

rt an

d re

view

the

prog

ress

they

hav

e m

ade

Find

cas

e st

udie

s/bl

ogs

at

http

://w

ww.

min

d.or

g.uk

/inf

orm

atio

n-su

ppor

t/yo

ur-

stor

ies/

?sni

=13

92

or lo

cally

in J

amai

caht

tp:/

/ww

w.se

lf-es

teem

-hea

lth.c

om/s

elf-

este

em-a

ctiv

ities

.ht

ml

Actio

n Pl

anni

ng w

orks

heet

- sh

ort a

nd lo

ng te

rm g

oal s

ettin

g &

SMAR

T ta

rget

s

Rive

r of

Life

Gam

e- D

raw

you

r ow

n riv

er

RARP

A –

perfo

rm r

evie

ws

and

eval

uatio

n- w

hat w

ent w

ell

and

wha

t did

not

go

so w

ell

and

mak

e ch

oice

s ab

out h

ow

they

will

con

tinue

to d

evel

op th

eir

pers

onal

ski

lls


8 9


8 9

SELF

-DEV

ELO

PMEN

T

UN

IT 2

: SE

LF-I

MA

GE

- BO

DY S

HA

PE A

ND

SK

IN T

ON

E

Learn

ing

Ou

tcom

eTh

e le

arn

er c

an

:A

sses

smen

t C

rite

ria

The

learn

er c

an

:To

pic

Reso

urc

es &

Ass

essm

ent

Crit

ical

ly a

naly

se th

e pe

rcep

tion

of s

elf

and

the

impa

ct o

f m

edia

, soc

iety

and

co

mm

uniti

es o

n se

lf-im

age

2.1

Expr

ess

own

perc

eptio

n of

sel

f

2.2

Reco

gnis

e th

e in

fluen

ce o

f med

ia o

n se

lf-im

age

2.3

Eval

uate

the

effe

cts

of m

edia

/soc

iety

on

self-

imag

e

Blac

k-w

hite

or

som

ewhe

re b

etw

een…

Mir

ror

Gro

up D

iscu

ssio

n –W

hat d

o I s

ee w

hen

I loo

k at

m

e?

Self-

imag

e te

st: t

each

ers

can

choo

se o

ne o

f the

follo

win

g:

http

://t

esty

ours

elf.p

sych

test

s.co

m/b

in/

trans

fer?

req=

Mnw

zMTA

yfD

MxM

DY4

MTN

8MXw

x&re

fem

pt=

http

://w

ww.

netd

octo

r.co.

uk/i

nter

activ

e/in

tera

ctiv

etes

ts/

selfe

stee

m.p

hp

http

://p

erso

nalit

y-te

stin

g.in

fo/t

ests

/RSE

.php

Plus

siz

e bo

dy d

iscu

ssio

nC

reat

e a

colla

ge o

f bea

utifu

l peo

ple

–who

they

see

as

beau

tiful

Refle

ctiv

e qu

estio

ning

/ jo

urna

ling:

•

My

unha

ppy

body

par

t-why

doe

s it

not p

leas

e m

e?•

Writ

e ab

out a

tim

e yo

u fe

lt le

ss b

eaut

iful-d

escr

ibe

the

feel

ings

, ide

ntify

the

reas

ons

you

felt

less

bea

utifu

l•

Whe

n do

you

feel

mos

t bea

utifu

l?

Song

by

Beyo

ncé:

Pre

tty H

urts

ht

tps:

//w

ww.

yout

ube.

com

/wat

ch?v

=LX

XQLa

-5n5

wht

tps:

//w

ww.

yout

ube.

com

/wat

ch?v

=T9

T9SN

i-u6M

http

s://

ww

w.yo

utub

e.co

m/w

atch

?v=

L__K

XRq3

WD

M

Song

by

Karte

l Cak

e so

apht

tps:

//w

ww.

yout

ube.

com

/wat

ch?v

=bw

fooW

Hxy

mk

Artic

les

on b

leac

hing

http

://w

ww.

huffi

ngto

npos

t.co.

uk/d

impl

e-vi

jayk

umar

/ski

n-bl

each

ing_

b_49

8649

8.ht

ml

http

://w

ww.

jam

aica

obse

rver

.com

/new

s/AP

--Sk

in-b

leac

hing

-a-

grow

ing-

prob

lem

-in-J

amai

ca

Dis

cuss

ions

on

blea

chin

g-be

auty,

fash

ion

and/

or s

elf-

hate

?

Proj

ect:

At th

e en

d of

the

wee

k-cr

eate

a s

ketc

h ab

out s

elf-

imag

e in

gro

ups

of th

ree


10 11


10 11

SELF

-DEV

ELO

PMEN

T

UN

IT 3

: EM

OTI

ON

AL

WEL

L-BE

ING

AN

D S

ELF

Learn

ing

Ou

tcom

eTh

e le

arn

er c

an

:A

sses

smen

t C

rite

ria

The

learn

er c

an

:To

pic

Reso

urc

es &

Ass

essm

ent

Cat

egor

ise

the

emot

ions

they

fe

el th

roug

hout

ex

perie

nces

3.1

Reco

gnis

e th

e em

otio

ns b

elon

ging

to

a pa

rticu

lar

stag

e in

lif

e

3.2

Enga

ge in

ac

tiviti

es th

at p

rogr

ess

emot

iona

l gro

wth

3.3

Inte

rpre

t em

otio

ns

by A

rtfor

m

Emot

iona

lly fr

eeTe

ll m

e a

stor

y: A

hap

py d

ay a

t age

8,1

3,16

Ope

n di

scus

sion

Cre

ate

a lis

t of e

mot

iona

l sta

te th

at in

divi

dual

s ex

perie

nce

(Cre

ate

emot

iona

l cha

rt)

Dra

mat

ize

each

em

otio

nLi

nk e

ach

emot

ion

with

a c

olou

r/dr

awin

g/fa

cial

exp

ress

ion

Dem

onst

rate

kn

owle

dge

and

unde

rsta

ndin

g on

ab

ility

to w

ithst

and

inte

rnal

and

ext

erna

l pr

essu

res

that

je

opar

dise

hea

lth a

nd

wel

l- be

ing

3.4

Iden

tify

the

diffe

renc

es b

etw

een

inte

rnal

and

ext

erna

l pr

essu

res

3.5

Expl

ain

the

impa

ct

of p

ress

ures

to a

you

ng

pers

on in

bot

h ba

d an

d go

od+

term

s

3.6

Iden

tify

diffe

rent

st

rate

gies

that

can

be

use

d to

cop

e w

ith

diffe

rent

pre

ssur

es

pers

onal

wel

l-bei

ngH

ando

ut &

Wor

kshe

et-

list o

f int

erna

l and

ext

erna

l pre

ssur

es

–e.g

. med

ia, f

amily

, sch

ool,

peer

gro

up, c

hurc

h/re

ligio

n,

spor

ts a

nd s

ocie

tyJo

urna

ling/

Dis

cuss

ion:

How

doe

s ea

ch p

ress

ure

you?

Jo

urna

ling/

Dis

cuss

ion:

Wha

t hap

pens

whe

n yo

u fe

el

pres

sure

d?C

halk

n T

alk

list-s

trate

gies

for

over

com

ing

pres

sure

s

Prod

uce

a le

afle

t for

adv

ice

to o

ther

you

ng p

eopl

e on

co

ping

with

pre

ssur

e, e

.g. a

vers

ion-

spor

ts, s

ewin

g an

d re

adin

g

Eval

uate

the

impa

ct

of p

erso

nal a

nd

soci

al e

xper

ienc

es o

n em

otio

nal w

ell-b

eing

3.7

Iden

tify

situ

atio

ns

whe

re m

enta

l and

em

otio

nal h

ealth

ha

s be

en a

ffect

ed b

y fa

mily

, pee

rs a

nd w

ider

so

ciet

y

3.8

Iden

tify

the

sign

s/sy

mpt

oms

of m

enta

l he

alth

con

ditio

ns

3.9

Reco

gnis

e an

y ris

k to

ow

n m

enta

l hea

lth

and

wel

l-bei

ng

Them

and

me

Refle

ctiv

e jo

urna

ling

Cas

e st

udy

Cas

e st

udy:

Aba

ndon

men

t fro

m H

uffin

gton

Pos

t -‘

Dad

dyle

ss d

augh

ter’

and

Ele

na’s

sto

ryC

reat

e ow

n po

etry

/rap

from

an

emot

ion

expe

rienc

edH

ando

ut-

sign

s an

d sy

mpt

oms

of m

enta

l hea

lth c

ondi

tions

Min

d ha

ndou

t- ty

pes

of m

enta

l hea

lth c

ondi

tions

Tony

a’s

stor

y of

dep

ress

ion


12 13


12 13

SELF

-DEV

ELO

PMEN

T

UN

IT 4

: SE

LF-H

ARM

- P

AIN

LET

TIN

G

Learn

ing

Ou

tcom

eTh

e le

arn

er c

an

:A

sses

smen

t C

rite

ria

The

learn

er c

an

:To

pic

Reso

urc

es &

Ass

essm

ent

Exam

ine

the

effe

cts

of

emot

iona

l pai

n4.

1 D

efin

e se

lf- in

jury

4.2

Exam

ine

the

feat

ures

of t

wo

type

s of

se

lf-ha

rmin

g

4.3

Dis

cuss

rat

iona

le

for

self-

harm

ing

4.4

Out

line

copi

ng

tech

niqu

es to

red

uce

self-

hurti

ng

4.5

Dem

onst

rate

kn

owle

dge

of p

lace

s fo

r su

ppor

t

Rele

ase

the

pres

sure

!C

ase

stud

y: T

onya

’s s

tory

of s

elf -

harm

and

dep

ress

ion

Han

dout

on

self-

harm

Ope

n fo

rum

teac

her-

led

disc

ussi

on

Jour

nalin

g•

Wha

t mig

ht c

ause

you

to w

ant t

o hu

rt yo

urse

lf an

d no

t ot

hers

?•

How

do

you

see

self-

harm

ing?

• W

hat m

ight

you

do

to a

void

har

min

g yo

urse

lf?

Hel

pful

link

s: h

ttp:/

/stu

dent

saga

inst

depr

essi

on.o

rg/g

et-

supp

ort/

chec

k-su

icid

e-an

d-se

lf-ha

rm/

http

://w

ww.

may

oclin

ic.o

rg/d

isea

ses-

cond

ition

s/se

lf-in

jury

/ba

sics

/def

initi

on/c

on-2

0025

897

http

://k

idsh

ealth

.org

/tee

n/yo

ur_m

ind/

men

tal_

heal

th/

cutti

ng.h

tml

Vide

o ad

vice

:ht

tp:/

/ww

w.nh

s.uk

/Con

ditio

ns/S

elf-

inju

ry/P

ages

/In

trodu

ctio

n.as

px

Hel

pful

pla

ces

http

://w

ww.

cda.

gov.

jm/c

onta

ct/

1-88

8-42

9 KA

RE (5

273)

or

othe

rht

tp:/

/ww

w.ta

lkup

yout

.com

/cou

nsel

ling.

htm

l

UN

IT 5

: SE

LF-H

ARM

- A

NG

ER A

ND

SEL

F-C

ON

TRO

L

Learn

ing

Ou

tcom

eTh

e le

arn

er c

an

:A

sses

smen

t C

rite

ria

The

learn

er c

an

:To

pic

Reso

urc

es &

Ass

essm

ent

Inve

stig

ate

char

acte

ristic

s re

spon

ses

to s

peci

fic

situ

atio

ns

5.1

Iden

tify

situ

atio

ns

whi

ch c

ause

s a

loss

of

cont

rol

5.2

Des

crib

e re

spon

ses

to tw

o di

ffere

nt

situ

atio

ns

5.3

Ref

lect

on

the

effe

cts

of o

utbu

rst o

n pe

ople

aro

und

e.g.

fa

mily

, pee

rs a

nd

othe

rs

5.4

Out

line

copi

ng

tech

niqu

es to

red

uce

ange

r

5.5

Dem

onst

rate

kn

owle

dge

of d

ealin

g w

ith a

loss

of c

ontro

l

Losi

ng c

ontro

lG

roup

dis

cuss

ions

Jour

nalin

g an

d ob

serv

atio

nPr

ojec

t: D

ram

atiz

e th

e pr

oces

s fro

m lo

sing

con

trol t

o us

ing

ange

r m

anag

emen

t tec

hniq

ues

Han

dout

on

ange

rht

tp:/

/ww

w.liv

estro

ng.c

om/a

rticl

e/81

274-

ange

r-m

anag

emen

t-tec

hniq

ues-

teen

s/


14 15


14 15

SELF

-DEV

ELO

PMEN

T

UN

IT 6

: SU

BSTA

NC

E M

ISU

SE

Learn

ing

Ou

tcom

eTh

e le

arn

er c

an

:A

sses

smen

t C

rite

ria

The

learn

er c

an

:To

pic

Reso

urc

es &

Ass

essm

ent

Dis

cuss

the

unde

rlyin

g is

sues

of s

ubst

ance

m

isus

e

6.1

Exp

lain

the

conc

ept o

f m

isus

e

6.2

Iden

tify

at le

ast

thre

e su

bsta

nces

that

ca

n be

mis

used

6.3

Des

crib

e th

e ef

fect

s of

mis

usin

g th

ree

diffe

rent

su

bsta

nces

e.g

. al

coho

l, m

ariju

ana

and

anot

her

6.4

Reco

gnis

e th

e pr

essu

res

to m

isus

e su

bsta

nces

6.5

Des

crib

e 2

way

s to

cop

e w

ith th

ese

pres

sure

s m

echa

nism

6.5

Com

pare

two

alte

rnat

ives

to

subs

tanc

e m

isus

e

In c

ontro

lTe

ache

r-le

d ac

tiviti

es -

rev

iew

vid

eos

and

links

bef

ore

clas

s fo

r gr

oup

disc

ussi

ons

Han

dout

: Bei

ng a

nd s

tayi

ng d

rug

free

http

://n

cda.

org.

jm/i

ndex

.php

/sup

port/

vide

os

Han

dout

s –c

anna

bis

/mar

ijuan

a ht

tp:/

/ncd

a.or

g.jm

/ind

ex.p

hp/i

nter

activ

es/t

ests

/115

-m

ariju

ana-

scre

enin

g-qu

iz

http

://n

cda.

org.

jm/i

ndex

.php

/int

erac

tives

/tes

ts/1

14-d

rug-

iq-q

uiz

Firs

t Thi

ng (S

en) V

ybz

Karte

l 201

4ht

tps:

//w

ww.

yout

ube.

com

/wat

ch?v

=pV

K8O

ltyM

HY

http

://n

cda.

org.

jm/i

ndex

.php

/int

erac

tives

/gam

es

Teac

her-

led

disc

ussi

on o

n Al

coho

l: C

an y

ou s

epar

ate

ATI f

rom

Sm

irnof

f?ht

tps:

//w

ww.

yout

ube.

com

/wat

ch?v

=jz

4WW

aqw

Ihg

Dra

mat

ize

the

pres

sure

to u

se/m

isus

e su

bsta

nces

Two

team

s: c

reat

e a

list o

f alte

rnat

ives

to s

ubst

ance

mis

use

UN

IT 7

: SU

ICID

E

Learn

ing

Ou

tcom

eTh

e le

arn

er c

an

:A

sses

smen

t C

rite

ria

The

learn

er c

an

:To

pic

Reso

urc

es &

Ass

essm

ent

Eval

uate

the

issu

es

rela

ted

to s

uici

de7.

1 D

iscu

ss th

e re

ason

s fo

r th

inki

ng

suic

idal

thou

ghts

7.2

Iden

tify

the

reas

ons

for

com

mitt

ing

suic

ide

7.3

Argu

e ab

out t

he

stat

e of

vul

nera

bilit

y an

d ho

pele

ssne

ss fo

r su

icid

al th

ough

ts to

be

com

e a

real

ity

7.4

Des

crib

e th

e po

ssib

le e

ffect

s of

su

icid

e on

thos

e le

ft be

hind

7.5

Reco

mm

end

way

s to

avo

id s

uici

dal

thou

ghts

7.6

Iden

tify

plac

es o

f su

ppor

t

No

supp

ort…

no r

etur

nTe

ache

r–le

d gr

oup

disc

ussi

ons:

Wha

t do

you

thin

k ab

out

suic

ide?

Who

mig

ht it

affe

ct?

How

do

you

feel

abo

ut

suic

ide?

Gle

aner

Arti

cle

-Fro

m S

uici

de th

ough

ts to

fina

list i

n Am

eric

a’s

Nex

t Top

Mod

el

Dis

cuss

ion:

Gue

ss w

ho h

urts

too?

Mag

azin

e ar

ticle

-Voi

ces

from

SH

E C

arib

bean

Han

dout

-Cop

ing

with

sui

cida

l tho

ught

s

Cha

lk n

Tal

k –

lear

ners

iden

tify

plac

es fo

r em

otio

nal s

uppo

rt

Info

from

sui

cide

stu

dy in

JA

- c

reat

e a

hand

out o

r w

orks

heet


16 17


16

CITIZENSHIPUnit 1 BEING JAMAICAN

Unit 2 CITIZEN JAMAICA

Unit 3 CONTROL AND ORDER

Unit 4 POLITICAL PROCESSES

Unit 5 THE GLOBAL COMMUNITY

Unit 6 THE GLOBAL CONSUMER

Unit 7 WORKER RIGHTS


18 19


18 19

CIT

IZEN

SHIP

UN

IT 1

: BE

ING

JA

MA

ICA

N

Learn

ing

Ou

tcom

eTh

e le

arn

er c

an

:A

sses

smen

t C

rite

ria

The

learn

er c

an

:To

pic

Reso

urc

es &

Ass

essm

ent

Con

text

ualis

e id

entit

ies

1.1

Dis

cuss

the

rele

vanc

e of

a

pers

onal

iden

tity

and

the

sign

ifica

nce

of a

cu

ltura

l ide

ntity

to th

e pe

rson

al 1.

2 Ex

amin

e cu

ltura

l id

entit

y- th

e so

cial

an

d ec

onom

ic

unde

rpin

ning

of

cultu

ral i

dent

ity

1.3

Expl

ore

a su

bcul

ture

and

the

impo

rtanc

e of

a

pers

onal

iden

tity

1.4

Crit

ical

ly a

naly

se

the

conc

ept o

f on

enes

s-st

ereo

typi

ng,

prej

udic

e an

d di

scrim

inat

ion

Mul

tiple

Iden

titie

s

Cha

ngin

g ou

tlook

-Out

of

Man

y, O

ne p

eopl

e

Type

: neg

ativ

e/po

sitiv

e

Teac

her-

led

disc

ussi

onW

ho a

m I?

Cre

ate

a lis

t of t

hing

s th

at m

ake

you-

Jam

aica

nW

hat d

oes

it m

ean

to b

e Ja

mai

can?

Exp

lore

his

tory

-sla

very

, he

roes

, ind

epen

denc

e-se

lf- g

over

nanc

e i.e

. fin

anci

al

cont

rol a

nd s

over

eign

ty.

Proje

ct:

Take

one

asp

ect o

f the

Jam

aica

n id

entit

y di

scus

sed

and

crea

te a

vis

ual a

id to

sho

w id

entit

y.

Teac

her

–led

dis

cuss

ion

on w

heth

er th

e in

depe

nden

ce-

finan

cial

con

trol a

nd s

over

eign

ty o

f Jam

aica

mad

e a

diffe

renc

e to

iden

tity

thro

ugho

ut ti

me…

.A d

ebat

e on

Ja

mai

ca’s

53r

d ye

ar o

f ind

epen

denc

e ha

s m

ade

it tru

ly

inde

pend

ent m

ight

be

usef

ul h

ere.

Rast

afar

iani

sm

http

s://

ww

w.yo

utub

e.co

m/w

atch

?v=

5hC

ISuG

cdPI

Gro

up d

iscu

ssio

n: H

ow d

iffer

ent i

s th

is s

ubcu

ltura

l is

from

th

e cu

ltura

l ide

ntity

exp

lore

d ab

ove?

Did

relig

ion

or e

thni

city

fo

rm y

our

pers

onal

iden

tity-

Can

rel

igio

n an

d et

hnic

ity b

e ob

serv

ed a

s ke

y to

Ras

tafa

riani

sm?

Doe

s a

mov

emen

t mak

e an

iden

tity?

Teac

her-

led

disc

ussi

on: A

re a

ll pe

ople

livi

ng in

Jam

aica

- Ja

mai

can?

Wha

t do

you

thin

k of

whe

n yo

u se

e or

hea

r ab

out R

asta

faria

ns?

Rast

afar

ian

Voic

es in

Par

liam

ent 2

014

lette

r to

the

Gle

aner

1.5

Reco

gnis

e th

e ro

le o

f equ

ality

e.

g. i

nclu

sion

in

dete

rmin

ing

iden

titie

s

1.6

Anal

yse

the

notio

n of

tole

ranc

e

Belo

ngin

g &

iden

tity

Tole

ranc

e or

ac

cept

ance

Wat

ch v

ideo

s an

d di

scus

sC

an th

e in

clus

ion

of s

exua

l orie

ntat

ion

affe

ct id

entit

y? D

o m

atte

rs o

f ste

reot

ypin

g an

d pr

ejud

ices

affe

ct th

e to

lera

nce

requ

ired

in a

n in

clus

ive

soci

ety?

http

://j

flag.

org

We

are

Jam

aica

nsht

tps:

//w

ww.

yout

ube.

com

/wat

ch?v

=BS

2P6T

vzuF

Mht

tps:

//w

ww.

yout

ube.

com

/wat

ch?v

=Am

bN1i

LDor

wht

tps:

//w

ww.

yout

ube.

com

/wat

ch?v

=aR

u0a2

hZy0

oht

tps:

//w

ww.

yout

ube.

com

/wat

ch?v

=g2

dVV8

E9pk

Aht

tps:

//w

ww.

yout

ube.

com

/wat

ch?v

=Q

QU

7Ss5

lJ6Q


20 21


20 21

CIT

IZEN

SHIP

UN

IT 2

: C

ITIZ

EN J

AM

AIC

AN

Learn

ing

Ou

tcom

eTh

e le

arn

er c

an

:A

sses

smen

t C

rite

ria

The

learn

er c

an

:To

pic

Reso

urc

es &

Ass

essm

ent

Dis

tingu

ish

betw

een

hum

an a

nd le

gal

right

s

2.1

Prov

ide

thre

e ex

ampl

es o

f rig

hts

rele

vant

to a

ge a

nd

stag

e in

life

2.2

Expl

ain

the

conc

ept o

f ‘…

freed

om

from

and

free

dom

to

…’

2.3

Out

line

the

hist

oric

al s

trugg

le fo

r

a k

ey h

uman

rig

ht

Righ

ts a

nd

resp

onsi

bilit

ies-

Wha

t pr

otec

tion?

Teac

her

–led

dis

cuss

ion:

W

here

do

thes

e rig

hts

com

e fro

m?

Why

do

conv

entio

ns m

entio

n fre

edom

s?

List

the

thin

gs y

ou h

ave

freed

om to

do

and

wha

t the

law

/s

prot

ect y

ou fr

om…

Inte

rnat

iona

l Chi

ldre

n’s

Righ

ts-A

rticl

es:

7,8,

12 2

0,21

, 23

,28,

29,3

4,36

,39,

40

For

teac

hers

’ inf

orm

atio

n: C

hild

ren’

s Ac

t 197

9

Han

dout

: Ele

men

ts o

f the

Con

vent

ion

on th

e rig

hts

of th

e ch

ild.

Cre

ate

a pa

mph

let o

n th

e le

gal a

nd h

uman

rig

hts

of

child

ren

appr

opria

te to

age

Cas

e st

udy-

Wom

en S

uffra

ge: R

ight

to v

ote-

disc

uss

wom

en

gain

ing

the

right

to v

ote

Pres

ent/

post

er o

utlin

ing

wom

en’s

stru

ggle

or

prom

ote

votin

g fo

r a

caus

e no

w

UN

IT 3

: C

ON

TRO

L O

RD

ER

Learn

ing

Ou

tcom

eTh

e le

arn

er c

an

:A

sses

smen

t C

rite

ria

The

learn

er c

an

:To

pic

Reso

urc

es &

Ass

essm

ent

Eval

uate

crim

inal

and

ci

vil l

aw3.

1 U

nder

stan

ds th

e di

ffere

nces

bet

wee

n cr

imin

al,

and

civi

l law

3.

2 Pr

ovid

e tw

o ex

ampl

es o

f situ

atio

ns

rela

ting

to c

rimin

al

and/

or c

ivil

law

3.3

Reco

gnis

e th

e di

ffere

nt o

utlo

ok o

n an

ti-so

cial

beh

avio

ur

and

crim

e3.

4 Ex

plai

n th

e ro

le o

f po

lice

in d

ealin

g w

ith

crim

e

Soci

ety

and

the

Law

- C

ontro

lled

citiz

enTe

ache

r-le

d di

scus

sion

on

crim

inal

and

civ

il la

wW

hat t

hing

s m

ight

you

ng p

eopl

e do

that

can

lead

to a

n ar

rest

/cou

rt ca

se?

Han

dout

: Diff

eren

ce b

etw

een

civi

l and

crim

inal

law

Q &

A: G

ive

two

exam

ples

of c

rimin

al o

r ci

vil f

rom

per

sona

l kn

owle

dge

or m

edia

Proj

ect:

Two

team

s w

orki

ng to

geth

er a

re to

res

earc

h di

ffere

nt ty

pes

of c

ourts

in J

amai

ca. D

esig

n a

tabl

e w

ith

diffe

rent

type

s of

cou

rts a

nd th

eir

role

/s in

soc

iety

Teac

her-

led

disc

ussi

on o

n th

e di

ffere

nt fo

rms

of p

unis

hmen

t fo

r la

wbr

eake

rs, t

he p

urpo

ses

of p

unis

hmen

t and

how

ef

fect

ive

they

are

…

Cas

e st

udy:

Use

the

Noi

se A

bate

men

t Act

199

7 to

dis

cuss

-U

sain

Bol

t and

his

nei

ghbo

urho

od o

r bi

kers

on

the

stre

ets

in

Jam

aica

gen

eral

ly

Han

dout

on

polic

ing

and

JCF

mot

toC

halk

n ta

lk-W

hat m

ight

the

JCF’

s m

otto

mea

n to

you

ng

peop

le?

Wha

t sho

uld

polic

ing

youn

g pe

ople

be

like?


22 23


22 23

CIT

IZEN

SHIP

UN

IT 4

: PO

LITI

CA

L PR

OC

ESSE

S

Learn

ing

Ou

tcom

eTh

e le

arn

er c

an

:A

sses

smen

t C

rite

ria

The

learn

er c

an

:To

pic

Reso

urc

es &

Ass

essm

ent

Crit

ical

ly a

naly

se

the

conc

ept o

f re

pres

enta

tive

parli

amen

tary

de

moc

racy

; met

hods

of

invo

lvem

ent i

n po

litic

al p

roce

ss a

nd

type

s of

gov

erna

nce

syst

ems

4.1

Dem

onst

rate

kn

owle

dge

of th

e tw

o m

ajor

pol

itica

l par

ties

and

thei

r po

licie

s in

Ja

mai

ca

4.2

Expl

ain

the

role

of

mem

bers

of p

arlia

men

t

4.3

Des

crib

e th

e di

ffere

nces

bet

wee

n ce

ntra

l and

loca

l go

vern

ance

4.4

Dis

cuss

the

stre

ngth

s an

d w

eakn

ess

of v

otin

g

4.5

Deb

ate

the

sign

ifica

nce

of

alte

rnat

ive

parti

cipa

tion

in p

oliti

cal a

ffairs

Pow

er a

nd a

utho

rity/

Dem

ocra

cy o

r no

t/W

ho r

ules

?

Teac

her-

led

disc

ussi

ons:

Why

are

ele

ctio

ns a

nd v

otin

g im

porta

nt?

Wha

t do

Mem

bers

of

Par

liam

ent d

o? W

hat i

s ce

ntra

l gov

ernm

ent?

Wha

t can

th

e lo

cal g

over

nmen

t do

for

its p

eopl

e?

Fiel

d tri

p to

a M

Ps o

ffice

- as

k w

hat d

oes

s/he

do.

Rese

arch

cen

tral a

nd lo

cal g

over

nmen

t-vis

it a

paris

h co

unci

l of

fice

or o

nlin

e ht

tp:/

/jis

.gov

.jm/g

over

nmen

t/

Teac

her-

led

disc

ussi

on: W

hy s

houl

d ci

tizen

’s v

ote?

Wha

t is

the

alte

rnat

ive

to v

otin

g? D

iscu

ss p

ress

ure

grou

psH

ando

uts:

Gua

rdia

n ar

ticle

-Lon

don

Riot

s 20

11 a

nd

Mod

ern

Civ

il Ri

ghts

Mov

emen

ts

Is s

ocia

l med

ia a

via

ble

alte

rnat

ive

to v

otin

g? W

hy m

ight

yo

unge

r pe

ople

pre

fer

pres

sure

gro

ups

to v

otin

g?

Can

vot

ing

be r

epla

ced

by d

emon

stra

tions

and

pet

ition

s to

con

vey

polit

ical

and

or

soci

al id

eolo

gies

for

chan

ge/

disc

onte

nt?

4.6

Com

pare

the

gove

rnan

ce s

truct

ures

of

Jam

aica

and

Cub

a

4.7

Reco

gnis

e th

e im

porta

nce

of th

e ec

onom

y to

the

polit

ical

stru

ctur

es o

f co

untri

es

Inve

stig

ate

pres

sure

gro

ups

in th

eir

loca

lity

Cas

e st

udy:

Pau

l Bog

le -

Mor

ant B

ay R

ebel

lion,

Sel

ma-

Alab

ama

dem

onst

ratio

ns, B

altim

ore

dem

onst

ratio

ns,

Lond

on R

iots

201

1 an

d G

hand

i ht

tps:

//w

ww.

yout

ube.

com

/wat

ch?v

=W

JmFl

a96N

Twht

tps:

//w

ww.

yout

ube.

com

/wat

ch?v

=Ya

_SeL

m_2

jUht

tp:/

/ww

w.la

times

.com

/opi

nion

/op-

ed/l

a-oe

-030

8-kr

otos

zyns

ki-s

elm

a-m

arch

-pro

test

-doc

trine

-201

5030

8-st

ory.

htm

l#pa

ge=

1ht

tps:

//w

ww.

yout

ube.

com

/wat

ch?v

=3W

mM

hirc

ZOc


24 25


24 25

CIT

IZEN

SHIP

UN

IT 5

: G

LOBA

L C

OM

MU

NIT

Y

Learn

ing

Ou

tcom

eTh

e le

arn

er c

an

:A

sses

smen

t C

rite

ria

The

learn

er c

an

:To

pic

Reso

urc

es &

Ass

essm

ent

Show

und

erst

andi

ng

of n

atur

al r

esou

rces

in

Jam

aica

5.1

Stud

y th

ree

of

Jam

aica

’s n

atur

al

reso

urce

s

Expl

oitin

g re

sour

ces

Rese

arch

the

natu

ral r

esou

rces

of J

amai

ca-B

auxi

te, g

ypsu

m

and

limes

tone

stu

dy

Anal

yse

rele

vant

en

viro

nmen

tal i

ssue

s5.

2 D

iscu

ss th

e im

porta

nce

of

Jam

aica

’s n

atur

al

reso

urce

s

Com

mun

ity a

nd

envi

ronm

ent

Teac

her-

led

disc

ussi

on: H

ow r

elev

ant a

re J

amai

ca’s

nat

ural

re

sour

ces

to it

s pe

ople

and

eco

nom

y?

NEP

A H

andb

ook-

http

://w

ww.

nepa

.gov

.jm/s

tude

nt/

reso

urce

-mat

eria

l/pd

f/Ki

ds_G

uide

_to_

Jam

aica

’s_N

atur

al_

Envi

ronm

ent.p

df

Jam

aica

for

Sale

mov

ie h

ttp:/

/ww

w.ja

mai

cafo

rsal

e.ne

t/

Crit

ical

ly a

naly

se th

e in

tera

ctio

n be

twee

n ec

onom

y an

d en

viro

nmen

t

5.3

Expl

ain

tour

ism

/fis

hing

as

a fe

atur

e in

env

ironm

enta

l su

stai

nabi

lity

Co-

exis

ting

futu

res

Tuto

r-le

d di

scus

sion

on

tour

ism

and

cor

al r

eefs

of J

amai

ca

OR

over

- fis

hing

Wha

t is

a co

ral r

eef?

Whe

re c

an th

ey b

e fo

und

in J

amai

ca?

Are

thes

e to

uris

t spo

ts?

How

mig

ht to

uris

m a

ffect

the

reef

s?

How

mig

ht fi

shin

g af

fect

the

reef

s?

Page

7 h

ttp:/

/ww

w.w

ri.or

g/si

tes/

defa

ult/

files

/coa

stal

_ca

pita

l_ja

mai

ca_s

umm

ary_

low.

pdf

http

://w

ww.

nepa

.gov

.jm/s

ympo

sia_

03/P

olic

ies/

Cor

alRe

efRe

g.pd

f

Div

ide

the

sum

mar

y be

twee

n gr

oups

e.g

. fun

ctio

ns o

f cor

al

reef

s an

d pr

oble

ms

affe

ctin

g re

efs

Proj

ect w

ork:

Wha

t can

be

done

to m

ake

both

Ree

fs a

nd

tour

ism

sus

tain

able

? Pr

esen

tatio

ns b

y gr

oups

to w

hole

yea

r gr

oup

asse

mbl

y

Exam

ine

the

effe

cts

of

glob

al w

arm

ing

5.4

Dis

cuss

the

scie

ntifi

c ar

gum

ent

unde

rlyin

g gl

obal

w

arm

ing

It’s

getti

ng h

ot in

‘e

re…

Inte

ract

ive

and

prin

tabl

e re

sour

ces

by q

uest

ions

http

://w

ww.

esch

oolto

day.

com

/clim

ate-

chan

ge/I

ntro

duct

ion-

to-c

limat

e-ch

ange

-for

-chi

ldre

n.ht

ml

http

://c

limat

ekid

s.na

sa.g

ov/c

limat

e-ch

ange

-mea

ning

/

http

://w

ww.

kidz

wor

ld.c

om/a

rticl

e/17

859-

the-

kids

-gui

de-to

-gl

obal

-war

min

g

Teac

her-

led

disc

ussi

on: J

amai

ca H

ot!!

!W

hy m

ight

Jam

aica

be

hotte

r to

mor

row

than

yes

terd

ay?

Why

mig

ht ic

eber

gs m

elt?

Why

are

they

mor

e na

tura

l di

sast

ers?

Proj

ect:

Pos

ter

com

petit

ion

on g

loba

l war

min

g

Expl

ore

com

mun

ity

actio

n an

d th

e en

viro

nmen

t

5.5

Dem

onst

rate

kn

owle

dge

and

unde

rsta

ndin

g of

re

cycl

ing

Recy

clab

le fu

ture

s/M

y br

othe

rs’ k

eepe

rH

ando

ut: W

hat i

s w

aste

man

agem

ent?

http

s://

ww

w.yo

utub

e.co

m/w

atch

?v=

e2Ff

s5gM

k4g

Proj

ect w

ork:

Org

anis

e a

recy

clin

g pr

ojec

t in

the

PoS-

appo

int r

elev

ant p

erso

nnel

etc

.

Cre

ate

a cr

afty

item

from

a r

ecyc

labl

e ob

ject

http

s://

ww

w.yo

utub

e.co

m/w

atch

?v=

e1ZH

nVn-

vPc


26 27


26 27

CIT

IZEN

SHIP

UN

IT 6

: G

LOBA

L C

ON

SUM

ER

Learn

ing

Ou

tcom

eTh

e le

arn

er c

an

:A

sses

smen

t C

rite

ria

The

learn

er c

an

:To

pic

Reso

urc

es &

Ass

essm

ent

Crit

ical

ly a

naly

se

the

rela

tions

hip

betw

een

a co

nsum

er,

cons

umer

ism

and

so

cio-

econ

omic

issu

es

glob

ally

6.1

Def

ine

cons

umer

ism

6.2

Des

crib

e th

e gl

obal

con

sum

er

Con

sum

eris

man

d po

verty

W

hat i

s co

nsum

eris

m?

Con

sum

eris

m is

the

cultu

re o

r id

eolo

gy o

f exc

essi

ve c

onsu

mpt

ion

of m

ater

ial g

oods

or

serv

ices

. W

ho a

re g

loba

l con

sum

ers?

Te

ache

r-le

d di

scus

sion

-ref

lect

ive

ques

tioni

ng: W

hat d

o yo

u ow

n bu

t do

not n

eed?

Wha

t hav

e yo

u do

ne w

ithou

t sin

ce a

t Po

S-W

ould

you

do

with

out i

t in

mai

nstre

am s

ocie

ty?

Proj

ect:

Inve

stig

ate

Indi

an a

nd C

hine

se e

cono

mic

pa

rtici

patio

n in

Jam

aica

. A

sim

ple

wal

k th

roug

h to

wn

and

rese

arch

how

man

y st

ores

are

ow

ned

by e

ither

Indi

an /

Chi

nese

indi

vidu

als

http

s://

ww

w.yo

utub

e.co

m/w

atch

?v=

Z4W

GjH

WY1

UM

Pove

rty a

nd c

onsu

mer

ism

http

s://

ww

w.yo

utub

e.co

m/w

atch

?v=

y5uP

Y2f_

Q9s

Gro

up c

ase

stud

y-re

ad to

geth

er in

chu

nks

extra

cted

by

teac

her

ht

tp:/

/ww

w.ec

onom

ist.c

om/n

ews/

brie

fing/

2159

5019

-m

arke

t-gro

win

g-fu

rious

ly-g

ettin

g-to

ughe

r-fo

reig

n-fir

ms-

doin

g-it-

thei

r-w

ayH

ando

ut C

ase

Stud

y: W

orld

Rev

iew

on

Chi

na’s

co

nsum

eris

m in

a c

omm

unis

t con

text

.

6.3

Expl

ain

the

right

s of

a c

onsu

mer

s6.

4 Re

view

four

re

spon

sibi

litie

s in

the

cont

ext o

f a g

loba

l w

orld

.

Who

se r

ight

is it

an

yway

?H

ando

ut: c

onsu

mer

rig

hts

and

resp

onsi

bilit

ies

Pres

enta

tion

on o

ne r

espo

nsib

ility

-Wha

t doe

s it

mea

n to

be

a re

spon

sibl

e co

nsum

er?

• Th

e Re

spon

sibi

lity

to T

hink

Inde

pend

ently

•

The

Resp

onsi

bilit

y to

Spe

ak O

ut

• Th

e Re

spon

sibi

lity

to b

e an

Eth

ical

Con

sum

er•

The

Resp

onsi

bilit

y to

Res

pect

the

Envi

ronm

ent

6.5

Inte

rpre

t the

so

cial

rig

hts

and

resp

onsi

bilit

ies

of a

co

nsum

er

6.6

Reco

gnis

e so

cial

ju

stic

e an

d gl

obal

pu

rcha

se

6.7

Dis

cuss

the

role

of

fair

trade

in g

loba

l co

nsum

eris

m

Fairt

rade

To b

uy o

r no

t to

buy

http

://w

ww.

fairt

rade

.org

.uk/

en/w

hat-i

s-fa

irtra

de

Cas

e st

udy:

Fai

rtrad

e Te

a, b

anan

a an

d co

ffee

– w

here

in

Jam

aica

http

://w

ww.

theg

uard

ian.

com

/sus

tain

able

-bus

ines

s/fa

irtra

de-p

artn

er-z

one/

2015

/feb

/25/

five-

min

utes

-with

-a-

jam

aica

n-su

gar-

cane

-far

mer

Teac

her-

led

disc

ussi

ons:

Do

peop

le r

eally

car

e ab

out w

here

go

ods

and

serv

ices

com

e fro

m a

roun

d th

e w

orld

and

its

effe

cts

on n

atio

ns?

Doe

s fa

ir tra

de m

atte

r?

6.8

Reco

gnis

e su

stai

nabi

lity

at w

ork

in

Jam

aica

List

the

thin

gs y

ou p

urch

ase

in a

wee

k- c

heck

the

list a

gain

st

the

list o

f loc

ally

man

ufac

ture

d pr

oduc

ts

http

://d

igja

mai

ca.c

om/b

log/

2013

/06/

24/l

ist-m

ore-

than

-10

0-th

ings

-mad

e-in

-jam

aica

/

Deb

ate

Eat w

hat y

ou g

row

cam

paig

n- C

an J

amai

ca s

usta

in

itsel

f?

http

://w

ww.

jam

aica

obse

rver

.com

/new

s/Ja

mai

ca-f

ood-

impo

rt-bi

ll-ha

s-de

crea

sed_

7523

990

Cas

e st

udy

: Gro

w J

amai

ca v

ideo

http

://w

ww.

grow

jam

aica

.or

g/fil

m-s

cree

ning

s/


28 29


28 29

CIT

IZEN

SHIP

UN

IT 7

: W

ORK

ER R

IGH

TS

Learn

ing

Ou

tcom

eTh

e le

arn

er c

an

:A

sses

smen

t C

rite

ria

The

learn

er c

an

:To

pic

Reso

urc

es &

Ass

essm

ent

Exam

ine

wor

k, tr

ade

unio

nism

, and

key

co

ncep

ts o

f rig

hts

and

fairn

ess

7.1

Des

crib

e a

wor

ker

7.2E

xpla

in th

e di

ffere

nce

betw

een

a w

orke

r an

d an

em

ploy

ee

7.3

Def

ine

cont

ract

of

empl

oym

ent

7.4

Expl

ain

the

diffe

renc

es b

etw

een

a st

atut

ory

and

cont

ract

ual r

ight

of

cont

ract

Wor

ker

Righ

ts/A

ll rig

hts

and

few

wro

ngs

Thom

pson

Law

han

dout

http

://w

ww.

jtug.

info

/im

porta

nt-la

bour

-law

s.ht

ml

Inde

pend

ent G

roup

stu

dy: R

esea

rch

a st

atut

ory

right

in

Jam

aica

•

Min

imum

Wag

e Ac

t 193

8 (2

011)

• Eq

ual P

ay A

ct 1

975

• Em

ploy

men

t Act

197

4 (2

008)

Use

exe

mpl

ar o

f con

tract

-Tea

cher

s ha

ndbo

ok-Is

the

code

of

ethi

cs a

nd p

rofe

ssio

nal c

ondu

ct s

tatu

tory

or

cont

ract

ual?

http

://h

illel

jm.c

om/_

pdfs

/Tea

cher

-Han

dboo

k201

3.pd

fht

tp:/

/ww

w.jta

.org

.jm/c

onte

nt/c

ode-

ethi

cs

Dis

cuss

sta

tem

ents

rel

ated

to A

cts

and

cont

ract

An e

mpl

oyer

can

tell

an e

mpl

oyee

to d

o w

hate

ver

they

w

ant,

e.g.

Son

dra

wor

ks a

s a

cash

ier

at M

ongo

ose

Phar

mac

y an

d he

r bo

ss a

sked

her

to p

ick

up a

chi

ld fr

om

scho

ol. C

an th

is h

appe

n?Al

fred

is p

aid

$300

0 ea

ch w

eek

for

bein

g a

plum

bing

op

erat

ive

at H

otel

Exc

laim

-Is th

is c

orre

ct u

nder

Jam

aica

n la

w?

Teac

hers

cre

ate

own

scen

ario

s or

from

new

spap

ers

for

clas

s to

use

.

7.5

Def

ine

the

role

of

trade

uni

ons

7.6

Expl

ain

the

rele

vanc

e of

trad

e un

ions

7.7

Anal

yse

the

conc

ept o

f col

lect

ive

barg

aini

ng.

A fa

ir sh

are

of th

e pi

eH

ando

uts:

Wha

t do

trade

uni

ons

do?

and

Def

inin

g co

llect

ive

barg

aini

ngC

ase

stud

y: T

rade

uni

on r

ejec

ts g

over

nmen

t wag

e of

fer

(han

dout

)Te

ache

r-le

d di

scus

sion

Are

trade

uni

ons

still

rel

evan

t whe

n th

ere

are

empl

oym

ent

law

s fo

r pr

otec

tion?

7.9

Des

crib

e th

e pr

oces

s of

co

mpl

aini

ng o

n an

is

sue

of e

mpl

oym

ent

right

Cas

e st

udy:

Sex

ual h

aras

smen

t rife

in J

amai

ca-O

bser

ver

artic

les

Obs

erve

r U

DC

arti

cle


30 31


30

FINANCIAL LITERACY

Unit 1 WORKING AND EARNING

Unit 2 BANKING

Unit 3 BUDGETING AND BORROWING

Unit 4 PLANNING AND RUNNING AN ENTERPRISE


32 33


32 33

FIN

AN

CIA

L LI

TERA

CY

UN

IT 1

: W

ORK

ING

AN

D E

ARN

ING

Le

arn

ing

Ou

tcom

eTh

e le

arn

er c

an

:A

sses

smen

t C

rite

ria

The

learn

er c

an

:To

pic

Reso

urc

es &

Ass

essm

ent

Expl

ain

how

car

eer

choi

ce a

ffect

s fin

anci

al s

tabi

lity

1.1

Des

crib

e qu

alifi

catio

ns a

nd

earn

ings

for

pref

erre

d ca

reer

s

1.2

Des

crib

e ho

w

loca

l, na

tiona

l and

in

tern

atio

nal p

atte

rns

of e

mpl

oym

ent a

ffect

ch

oice

s

1.3

Iden

tify

the

skill

s an

d qu

aliti

es r

equi

red

by e

mpl

oyer

s

1.4

Des

crib

e ho

w o

wn

skill

s ca

n be

dev

elop

ed

for

empl

oym

ent

1.5

Com

pare

ear

ning

s of

diff

eren

t car

eer

choi

ces

My

futu

re-m

y ch

oice

…D

iscu

ssio

n: W

hat w

ill m

y ca

reer

/job

be

in a

few

yea

rs?

Get

arti

cles

on

empl

oym

ent a

nd m

igra

tion-

farm

wor

king

ca

se s

tudy

, or

othe

r sk

illed

wor

ker

prog

ram

me

in J

amai

ca

asso

ciat

ed w

ith in

tern

atio

nal w

orki

ng.

Brai

n dr

ain

case

stu

dy: J

UTC

Elec

trici

an, d

octo

r, pl

umbe

r, at

hlet

e, r

efus

e co

llect

or,

dom

estic

wor

ker

and

teac

her.

Get

job

adve

rtise

men

ts &

gove

rnm

ent o

r ot

her

pay

scal

es

Und

erst

and

earn

ings

2.1

Des

crib

e di

ffere

nces

in w

ays

indi

vidu

als

are

paid

2.2

Expl

ain

wha

t af

fect

s th

e am

ount

an

indi

vidu

al e

arns

2.3

Expl

ain

the

diffe

renc

e be

twee

n a

sala

ry a

nd a

wag

e

Whi

te o

r bl

ue c

olla

rW

hy a

re w

hite

col

lar

jobs

pai

d so

diff

eren

tly?

Teac

her-

led-

cha

lk n

talk

: pro

s an

d co

ns o

f get

ting

paid

by

(1) c

ash

in h

and,

(2) b

ank

cred

its a

nd (3

) che

ques

Cas

e st

udy:

wor

k th

roug

h a

nurs

e/te

ache

r/ac

coun

tant

, sa

lary

/wag

es a

nd c

ompa

re it

with

a h

ouse

hold

hel

per,

elec

trici

an

and

or m

echa

nic.

Und

erst

and

dedu

ctio

ns s

how

n on

a

pays

lip

3.1

Expl

ain

the

diffe

renc

e be

twee

n gr

oss

and

net p

ay

3.2

Expl

ain

and

give

exa

mpl

es o

f ho

w in

com

e ta

x is

ca

lcul

ated

3.3

Expl

ain

the

reas

ons

for

natio

nal i

nsur

ance

co

ntrib

utio

ns a

nd

dedu

ctio

ns fr

om p

ay

Citi

zens

’ con

tribu

tions

Gov

ernm

ent t

axat

ion

scal

esht

tp:/

/ww

w.jtu

g.in

fo/2

008-

2010

Revi

sedM

onth

lySa

lary

Scal

esht

tp:/

/ww

w.m

lss.

gov.

jm/p

ub/i

ndex

.php

?arti

d=20

http

s://

ww

w.yo

utub

e.co

m/w

atch

?v=

RHKl

GKD

Upw

oW

hat i

s gr

oss

pay?

Wha

t is

net p

ay?

Wha

t are

sta

tuar

y co

ntrib

utio

ns-P

AYE,

NIS

, Edu

catio

n Ta

x an

d N

HT?

Cre

ate

hand

outs

: Jam

aica

’s S

tatu

tory

ded

uctio

ns

Cas

e st

udie

s: G

et p

aysl

ips

to d

emon

stra

te a

nd w

ork

thro

ugh

as e

xam

ples

Cal

cula

te ta

ke-h

ome

pay

for

diffe

rent

ea

rnin

g gr

oups

4.1

Expl

ain

how

di

ffere

nt e

mpl

oym

ent

type

s af

fect

fina

ncia

l st

abili

ty

4.2

Anal

yse

the

stan

dard

of l

ivin

g fo

r m

iddl

e in

com

e fa

mili

es

and

com

pare

it to

th

ose

on m

inim

um

wag

e.

How

muc

h do

I re

ally

ea

rn?

Livi

ng s

tand

ards

Rese

arch

the

stan

dard

of l

ivin

g fo

r at

leas

t thr

ee jo

b gr

oups

an

d ex

plai

n to

cla

ss h

ow th

eir

pay

affe

cts

thei

r st

anda

rd

of li

ving

and

fina

ncia

l sta

bilit

y. T

o do

so,

look

at s

alar

y,

dedu

ctio

ns a

nd li

fest

yle-

cost

of r

enta

l/m

ortg

age,

one

ho

liday

per

yea

r.

Proj

ect:

Com

pare

rol

es o

f job

rol

es -

tech

nolo

gy w

orke

r an

d m

echa

nic

or a

ny o

ther

and

cal

cula

te th

e ne

t pay

. The

n co

mpa

re th

e po

ssib

le s

tand

ard

of li

ving

.


34 35


34 35

FIN

AN

CIA

L LI

TERA

CY

UN

IT 2

: BA

NK

ING

Learn

ing

Ou

tcom

eTh

e le

arn

er c

an

:

Ass

essm

ent

Cri

-te

ria

The

learn

er c

an

:To

pic

Reso

urc

es &

Ass

essm

ent

Expl

ain

the

purp

oses

of

fina

ncia

l in

stitu

tions

• D

ecid

e th

e ty

pe

of in

stitu

tion

for

in

divi

dual

nee

ds

• Re

cogn

ise

char

ges

on

acco

unts

My

futu

re -

my

choi

ce…

Dis

cuss

ion:

On

the

type

s of

lend

ing/

finan

cial

in

stitu

tion

How

do

I cho

ose

and

use

a fin

anci

al in

stitu

tion?

How

do

I sav

e? H

ow d

o I b

orro

w?

Type

s of

Acc

ount

sht

tps:

//w

ww.

jncb

.com

/ind

ivid

uals

/ban

king

/dep

osits

http

://w

ww.

jnbs

.com

/hom

e/sa

ving

sht

tp:/

/ww

w.sc

otia

bank

.com

/jm

/en/

0,,3

1,00

.htm

lht

tp:/

/ww

w.cw

jcu.

com

/ind

ex.p

hp/s

avin

gs-d

ep

Bank

ing

repr

esen

tativ

e to

do

a pr

esen

tatio

n

Expe

rient

ial l

earn

ing/

field

trip

: tak

e le

arne

r gr

oups

to

finan

cial

inst

itutio

n by

arr

ange

men

t to

gain

lite

ratu

re

Rese

arch

cho

ices

at t

he in

stitu

tion:

Ban

k bo

oks

or

bank

ing

card

s. C

harg

es, f

ees

and

rate

s of

inte

rest

Und

erst

and

form

s of

pa

ymen

t for

goo

ds

and

serv

ices

• D

escr

ibe

diffe

rent

form

s of

pa

ymen

t•

Cas

h•

Car

d•

Che

ques

Bank

ing

(14-

18 y

ears

)Pl

astic

/ pa

per/

cash

less

w

orld

s

Wha

t is

an A

TM?

How

to u

se a

n AT

M?

Usi

ng a

n AT

M

Serv

ices

offe

red

by A

TMs

Che

ques

Activ

ity: F

illin

g in

Che

que

http

://w

ww.

hand

sonb

anki

ng.o

rg/h

tdoc

s/en

/a/b

a/at

m/

• C

ompa

re

adva

ntag

es a

nd

disa

dvan

tage

s of

pa

ymen

t typ

es•

Cho

osin

g th

e rig

ht fo

rm o

f pa

ymen

t for

go

ods

and

serv

ice

Bank

ing

(14-

18 y

ears

)Se

cure

d ba

nkin

gPa

ying

with

a c

ard

D

ebit/

cred

it ca

rds

Onl

ine/

inte

rnet

ban

king

Onl

ine-

nat

iona

l and

inte

rnat

iona

lPA

YPAL

http

s://

ww

w.pa

ypal

.com

/uk/

cgi-b

in/

web

scr?

cmd=

xpt/

Hel

p/ge

nera

l/To

pQue

stio

n1-

outs

ide

Onl

ine

pers

onal

ban

king

-Ban

kers

’ Aut

omat

ed

Cle

arin

g Se

rvic

es –

BAC

: dire

ct d

ebit,

dire

ct c

redi

t tra

nsfe

r/fa

ster

pay

men

tBi

ll Pa

ymen

t dire

ct

Proj

ect:

Mak

e a

list o

f spe

cific

sce

nario

s an

d de

cide

on

whi

ch m

etho

d of

pay

men

t is

the

best

cho

ice

of

cash

, che

que

or A

TM –

BAC

tran

sfer

?U

nder

stan

d re

gula

r pa

ymen

t met

hods

3.1

Des

crib

e ho

w

to m

ake

regu

lar

paym

ents

No

queu

es/l

ines

Teac

her-

led

disc

ussi

on o

n di

rect

deb

iting

H

ando

uts:

DD

man

date

and

Wha

t is

a ba

nk

stat

emen

t?

Know

how

pay

men

ts

for

good

s an

d se

rvic

es

are

reco

rded

4.1

Iden

tify

appr

opria

te

docu

men

tatio

n re

latin

g to

ban

k pa

ymen

ts

Pape

rless

opt

ions

Han

dout

: Wha

t is

a ba

nk s

tate

men

t? D

emon

stra

tion

Bank

Sta

tem

ents

Onl

ine

stat

emen

ts

Know

the

purp

oses

of

savi

ng5.

1 C

hoos

e a

savi

ng p

lan

to s

uit

an in

com

e

5.2

Iden

tify

the

diffe

renc

es b

etw

een

long

term

and

sho

rt te

rm in

vest

men

ts

Rain

y D

aze/

Pots

of G

old

Pros

and

con

s: lo

ng te

rm/s

hort

term

inve

stm

ent

Wor

kshe

ets

base

d on

lite

ratu

re fr

om fi

eld

trip

Regu

lar/

Fixe

d de

posi

ts

Proj

ect:

Cho

ose

acco

unts

that

will

ass

ist i

n fin

anci

al

plan

ning

to b

uy a

car

, hom

e an

d a

holid

ay


36 37


36 37

FIN

AN

CIA

L LI

TERA

CY

UN

IT 3

: BU

DG

ETIN

G &

BO

RRO

WIN

GLe

arn

ing

Ou

tcom

eTh

e le

arn

er c

an

:A

sses

smen

t C

rite

ria

The

learn

er c

an

:To

pic

Reso

urc

es &

Ass

essm

ent

1 Kn

ow h

ow to

ba

lanc

e a

pers

onal

bu

dget

1.1

Def

ine

a b

udge

t

1.2

Sta

te th

e pu

rpos

e of

a b

udge

t

1.3

Cre

ate

a pl

an

show

ing

a pe

rson

al

inco

me

and

expe

nditu

re fo

r a

mon

th

My

wag

e…m

y sp

lurg

eU

sing

the

min

imum

wag

e as

a g

uide

, $50

00 w

eekl

y.

Cre

ate

your

inco

me

and

expe

nditu

re o

n a

budg

et s

heet

. Te

ache

r to

pro

vide

an

exem

plar

Cha

lk n

Tal

k- H

ow m

uch

mig

ht Y

OU

spe

nd?

Gro

cery

bill

-the

wee

kly

shop

Util

ity b

ill/s

-1

mon

th

2 M

ake

an in

com

e w

ork

2.1

Com

pare

inco

me

agai

nst e

xpen

ditu

re fo

r on

e m

onth

2.2

Estim

ate

inco

me

and

expe

nditu

re

2.3

Mak

e pl

ans

to

avoi

d ex

ceed

ing

inco

me

with

ex

pend

iture

Mea

n St

reet

s…ea

sy

beat

sC

ase

stud

y: T

iffan

y’s

budg

et s

heet

Show

how

Tiff

any

can

save

-C

ontro

lling

a b

udge

t

3 S

ave

a do

llar

3.1

Dec

ide

esse

ntia

l an

d no

n-es

sent

ials

to

mak

e sa

ving

s

Save

a d

ime…

buy

time

Futu

re p

lann

ing-

buy

a n

on-e

ssen

tial/

esse

ntia

lU

se le

afle

ts/b

roch

ures

from

fiel

d tri

p

4 Pl

an c

osts

for

a tri

p4.

1 Es

timat

e co

sts

for

a tri

p w

ithin

a g

iven

bu

dget

Hap

py D

aze

Inte

rnet

-Hol

iday

Pla

nner

Pl

an a

wee

kend

at A

TI-

use

all l

earn

ed s

kills

-bud

getin

gPl

an a

hol

iday

to i

nclu

de th

e ho

tel a

nd tr

ansp

orta

tion

cost

- le

arne

rs c

an u

se w

eb o

r br

ochu

res

5 U

nder

stan

d th

e ris

ks w

hen

borr

owin

g m

oney

• C

ompa

re w

ays

of

borr

owin

g m

oney

fo

r ex

pens

ive

item

s•

Des

crib

e th

e ris

ks in

volv

ed in

bo

rrow

ing

mon

ey•

Expl

ain

diffe

rent

ty

pes

of d

ebt

• Id

entif

y w

ays

to

avoi

d un

nece

ssar

y de

bt

Big

Spen

der

Car

or

Hou

se?

To b

orro

w o

r N

ot to

Bo

rrow

?Th

e Bi

g Sq

ueez

e

Teac

her-

led:

Lea

rner

s pr

ovid

e th

e ty

pes

of M

oney

Len

der

http

s://

ww

w.ba

nkof

amer

ica.

com

/cre

dit-c

ards

/edu

catio

n/w

hat-i

s-ap

r.go

Wha

t is

APR?

Wha

t is

a cr

edit

scor

e?

Cre

dit s

corin

g –

Cou

rts a

nd S

inge

r

Cas

e st

udy:

Deb

t sto

ry-IM

F ru

les

Cas

e st

udy:

Jam

aica

’s N

atio

nal D

ebt C

risis


38 39


38 39

FIN

AN

CIA

L LI

TERA

CY

UN

IT 4

: PL

AN

NIN

G A

ND

RU

NN

ING

AN

EN

TERPR

ISE

Learn

ing

Ou

tcom

eTh

e le

arn

er c

an

:A

sses

smen

t C

rite

ria

The

learn

er c

an

:To

pic

Reso

urc

es &

Ass

essm

ent

1 Kn

ow h

ow to

sel

ect

a su

itabl

e en

terp

rise

activ

ity

1.1

Des

crib

e th

e st

reng

ths

and

wea

knes

ses

of

gene

rate

d id

eas

for

an

ente

rpris

e ac

tivity

The

idea

Teac

her-

led

disc

ussi

on o

n w

hat i

s an

ent

erpr

ise?

Han

dout

: Wha

t is

an e

nter

pris

e?

Dis

cuss

loca

l ent

erpr

ise/

s

In g

roup

s of

3-d

evel

op a

n en

terp

rise

idea

2 Kn

ow a

ppro

pria

te

role

s an

d sk

ills

requ

ired

for

the

ente

rpris

e ac

tivity

2.1

List

rol

es a

nd th

e pr

actic

al a

nd p

erso

nal

skill

s re

quire

d fo

r th

e en

terp

rise

activ

ity

Busi

ness

&

Ente

rpris

e(1

1-18

)

Hum

an

reso

urce

sRo

les

&re

spon

sibi

litie

s

Allo

cate

rol

es a

nd r

espo

nsib

ilitie

s fo

r th

eir

own

spec

ific

idea

/ent

erpr

ise

3 U

nder

stan

d th

e co

sts

invo

lved

in

prod

ucin

g an

d se

lling

a

prod

uct o

r se

rvic

e

3.1

Use

bas

ic

calc

ulat

ions

to s

how

th

e co

st o

f ite

ms

and

proc

esse

s re

late

d to

pr

oduc

ing

and

selli

ng

the

prod

uct o

r se

rvic

e

3.2

Use

bas

ic

calc

ulat

ions

to s

how

th

e fin

al p

ricin

g of

the

prod

uct o

r se

rvic

e

Busi

ness

&

Ente

rpris

e (1

1-18

)

The

Cat

erer

/co

ok s

hop

Clo

thes

sta

llM

echa

nic

stop

-Ty

res

n st

uff

Bag

juic

e st

all

Plan

a m

enu

and

budg

etM

enu

Cos

tings

she

et

Keep

ing

track

$$$

Teac

her-

led

disc

ussi

on o

n Le

galit

ies

i.e. f

ood

safe

ty

Cos

t vs

Sale

sPu

rcha

se P

ricin

g

Repa

irs c

ost

Mak

ing

a pr

ofit

4 Kn

ow a

ppro

pria

te

prom

otio

nal

tech

niqu

es

4.1

Prov

ide

appr

opria

te

prom

otio

nal m

ater

ials

The

Prom

oter

-Par

ty P

lann

eror

Bash

y/W

ashy

Dre

amin

g up

nam

eTh

eme/

no th

eme

Prom

otio

n &

Mar

ketin

g•

Des

ign

the

leaf

let

• Lo

catio

n, lo

catio

n, lo

catio

nSp

ecia

l Gue

stEx

tras-

give

-aw

ays,

food

, goo

dy b

ags

Lega

litie

s: K

SAC

per

mits

and

lice

nse

5 U

nder

stan

d th

e ris

ks

invo

lved

in r

unni

ng

the

ente

rpris

e ac

tivity

5.1

Asse

ss th

e m

ain

risks

that

may

occ

ur

in im

plem

entin

g th

e en

terp

rise

activ

ity5.

2 Ill

ustra

te m

easu

res

to m

anag

e ris

ks

Risk

y Bu

sine

ssTe

ache

r –l

ed d

iscu

ssio

n on

the

follo

win

g:W

here

are

the

buye

rs?

Righ

t pro

duct

/wro

ng

plac

e/no

buy

ers

Risk

man

agem

ent-r

isks

invo

lved

Hea

lth a

nd s

afet

ySe

curit

yAl

l leg

aliti

es

Use

Ope

n ai

r ha

ndou

t and

cas

e st

udy

as s

tudy

gu

ide

to d

iscu

ss r

isks

saf

ety,

sec

urity

and

any

ot

her

lega

litie

s. D

ivid

e th

e ha

ndou

t int

o se

ctio

ns

and

each

sm

all g

roup

feed

back

the

impo

rtant

po

ints

afte

r re

adin

g.6

Be a

ble

to p

rovi

de

a ra

tiona

le o

f a

succ

essf

ul e

nter

pris

e

6.1

Expl

ain

the

feat

ures

of

an

effe

ctiv

e st

rate

gy

to e

nsur

e su

cces

s fo

r th

eir

ente

rpris

e ac

tivity

Up

and

Runn

ing

Teac

her-

led

disc

ussi

on o

n W

hat m

ight

tom

orro

w

brin

g? A

m I

in p

rofit

? C

an I

expa

nd/g

ive

wor

k to

oth

ers/

incl

ude

othe

r ite

ms

or s

ervi

ce?

Div

estm

ent/

Sub-

cont

ract

ing/

Expa

nsio

n


40 4141

SEXU

AL

HEA

LTH


40

7 Be

abl

e to

com

plet

e an

ent

erpr

ise

activ

ity

usin

g ap

prop

riate

sk

ills

(cus

tom

er

serv

ices

) and

pr

oced

ures

7.1.

Dem

onst

rate

se

lling

the

pro

duct

or

serv

ice

7.2

Use

pra

ctic

al

and

pers

onal

ski

lls,

incl

udin

g cu

stom

er

care

pro

cedu

res

to

mak

e a

sale

7.3

Expl

ain

the

impo

rtanc

e of

han

dlin

g m

oney

cor

rect

ly in

an

ente

rpris

e ac

tivity

Asse

rtive

vs

aggr

essi

veC

halk

N T

alk

Wha

t is

Cus

tom

er s

ervi

ce?

Cre

ate

leaf

let o

n go

od c

usto

mer

ser

vice

s H

ow c

an y

ou b

alan

ce th

e bo

oks?

8 Be

abl

e to

eva

luat

e th

e su

cces

s of

the

ente

rpris

e ac

tivity

8.1

Use

fina

ncia

l re

cord

s to

exp

lain

the

reas

ons

for

the

succ

ess

or fa

ilure

of t

he

ente

rpris

e ac

tivity

How

to m

easu

re s

ucce

ss?

Cha

lk N

Tal

k ev

alua

tion

of o

wn

proj

ect

Prof

it, c

usto

mer

sat

isfa

ctio

n, r

eten

tion

of

wor

kers

, nee

d fo

r ex

pans

ion

9 Kn

ow h

ow to

re

view

thei

r pe

rson

al

invo

lvem

ent i

n an

en

terp

rise

activ

ity

9.1

desc

ribe

thei

r ro

le

in th

e en

terp

rise

activ

ity

and

any

skill

s th

ey h

ave

gain

ed

Perfo

rman

ce a

nd P

ayPe

rform

ance

rel

ated

pay

Skill

adv

ance

men

t SEXUAL HEALTH

Unit 1 BODY AND MIND

Unit 2 SEX AND SEXUALITY

Unit 3 SEXUAL DIVERSITY

Unit 4 SEX AND SEXUALITY

Unit 5 CONTRACEPTION & PARENTING

Unit 6 ABUSE-GROOMING & HUMAN TRAFFICKING


42 43


42 43

SEXU

AL

HEA

LTH

UN

IT 1

: BO

DY A

ND

MIN

D

Learn

ing

Ou

tcom

eTh

e le

arn

er c

an

:A

sses

smen

t C

rite

ria

The

learn

er c

an

:To

pic

Reso

urc

es &

Ass

essm

ent

1 Ex

plai

n hu

man

bo

dy p

arts

and

thei

r fu

nctio

ns

1.1

Des

crib

e bo

dy

parts

spe

cific

to

pube

rty

1.2

Expl

ain

an o

ptim

al

hygi

ene

proc

ess

1.3

Def

ine

sex

1.4

Def

ine

gend

er -

di

scus

s th

e na

ture

of

gend

er d

iffer

ence

s

Pube

rty 1

on

1…U

se r

epro

duct

ive

draw

ings

and

in g

roup

s of

thre

e: L

abel

the

mal

e an

d fe

mal

e re

prod

uctiv

e or

gans

or

iden

tify

area

s th

at

mig

ht c

hang

e du

ring

pube

rty

2 Ev

alua

te th

e em

otio

ns a

ssoc

iate

d w

ith th

e ph

ysic

al

chan

ges

of p

uber

ty

2.1

Des

crib

e th

e ef

fect

s of

ado

lesc

ence

i.e.

pu

berty

on

emot

ions

w

ithin

sel

f and

ex

tern

ally

to o

ther

s

2.2

Giv

e th

ree

emot

ions

exp

erie

nced

du

ring

adol

esce

nce

2.3

Exhi

bit g

ood

leve

l of

com

mun

icat

ion

and

nego

tiatio

n sk

ills

Cur

iosi

ty a

nd s

elf-

cons

ciou

snes

s Tu

tor-

led

disc

ussi

on a

nd jo

urna

ling:

Wha

t hap

pens

to

emot

ions

dur

ing

pube

rty?

Why

mig

ht a

you

ng p

erso

n ex

perie

nce

moo

d sw

ings

? i.e

. moo

ds a

nd o

utbu

rst d

urin

g ad

oles

cenc

e

Gro

up c

reat

es a

list

of e

mot

ions

con

nect

ed to

ado

lesc

ence

- te

ache

r to

enc

oura

ge a

mea

ns o

f com

mun

icat

ing

thos

e em

otio

ns

Role

-pla

y: A

ct o

ut a

sce

ne b

etw

een

a pa

rent

and

an

adol

esce

nt –

on th

e is

sue

of g

oing

out

with

frie

nds,

tim

e bo

unda

ries-

curfe

w.

3 Ex

amin

e th

e ro

les

assi

gned

to g

ende

r in

ou

r so

ciet

y

3.1

Iden

tify

gend

er

role

s as

soc

iety

see

th

em

3.2

Cla

ssify

gen

der

role

s as

they

see

th

emse

lves

Pink

or

Blue

…D

iscu

ssio

n: W

hat a

re s

ome

of th

e th

ings

that

girl

s/bo

ys d

o?W

hy m

ight

soc

ieta

l nor

ms

chal

leng

e in

divi

dual

s as

they

gr

ow?

3.3

Sugg

est h

ow

gend

er r

oles

mig

ht

influ

ence

sex

ualit

y

3.4

Reco

gnis

e th

e in

fluen

ce o

f gen

der

role

s on

issu

es o

f eq

ualit

y

List

the

role

s an

d re

spon

sibi

litie

s (c

hore

s) in

a h

ouse

hold

as

child

ren

- m

ales

and

fem

ales

. D

o th

e sa

me

for

role

s an

d re

spon

sibi

litie

s as

adu

lt m

ale

and

fem

ales

.

Com

pare

the

lists

and

dis

cuss

the

diffe

renc

es a

nd

sim

ilarit

ies

4 C

ritic

ally

ana

lyse

th

e is

sue

of h

uman

se

xual

ity-s

exin

ess

in

cont

ext o

f cou

ntry

4.1

Des

crib

e th

e no

tion

of a

ttrac

tiven

ess

in s

elf-

pre

sent

atio

n 4.

2 D

emon

stra

te s

elf-

awar

enes

s

Who

do

you

love

…

Are

you

sure

?W

hat/

who

is c

onsi

dere

d se

xy in

Jam

aica

?D

iscu

ss th

e po

int o

f bod

y de

velo

pmen

t and

the

appe

aran

ce

from

dre

ss –

use

imag

ery

to d

emon

stra

te d

iffer

ence

s-w

omen

in

trad

ition

al c

onse

rvat

ive

dres

s, R

asta

faria

n an

d/or

Isla

mic

w

oman

, dan

ceha

ll in

fluen

ced

attir

e.

Buju

Ban

ton:

Bat

ty R

yder

or

yout

h ch

osen

http

s://

ww

w.yo

utub

e.co

m/w

atch

?v=

VAU

Ueq

AtN

ag

Refle

ctiv

e qu

estio

ning

: How

mig

ht a

son

g lik

e th

is m

ake

a w

oman

feel

? D

oes

the

phys

ical

app

eara

nce

defin

e th

e se

xine

ss o

f a w

oman

?

Mig

ht d

ress

exp

ress

the

pers

onal

ity a

nd c

onve

y a

mes

sage


44 45


44 45

SEXU

AL

HEA

LTH

5 Ex

amin

e th

e is

sues

und

erpi

nnin

g se

xual

ity-

desi

res

and

adva

nces

5.1

List

3 q

ualit

ies

they

fin

d at

tract

ive

and

3 u

nattr

activ

e tra

its

5.2E

xpla

in th

e pr

oces

s of

hea

lthy

datin

g

I am

cru

shed

…

Touc

hing

Bas

e

Youn

g pe

ople

to p

rovi

de a

list

of q

ualit

ies/

attri

bute

s th

ey

find

attra

ctiv

e an

d gi

ve th

e re

ason

s.

Furth

er d

iscu

ssio

n on

whe

ther

phy

sica

l attr

ibut

es ta

ke

prec

eden

ce o

ver

pers

onal

ity a

nd in

terp

erso

nal s

kills

e.g

. co

nsid

erat

e, th

ough

tful

Dis

cuss

ion:

How

do

you

get a

sked

for

a da

te?

Role

-pla

y-di

ffere

nt w

ays

of b

eing

ask

ed o

ut fo

r a

date

…

Dev

elop

a s

ettin

g of

cha

ngin

g in

the

phys

ical

and

em

otio

n se

nse.

A

boy

who

atte

nds

the

sam

e yo

uth

club

like

s a

girl

of 1

6 an

d sh

e lik

es h

im b

ut a

n ol

der

mal

e (2

6) a

lso

likes

th

e gi

rl. S

he is

ask

ed to

go

on a

dat

e w

ith b

oth.

Let

the

grou

p de

velo

p th

e sk

it as

they

see

fit.

Dis

cuss

key

poi

nts

and

addr

ess

at e

valu

atio

n. K

ey P

oint

s:

age

of c

onse

nt, s

hare

d fe

elin

gs, r

ejec

tion

and

asse

rtive

ness

.

Dis

cuss

ion

on d

atin

g: W

hat i

s a

base

? (h

ando

ut fo

r te

ache

r’s

use)

Cas

e st

udy

on v

ulne

rabi

lity:

Mel

issa

and

Har

ry

6 C

ritic

ally

ex

amin

e th

e ro

le o

f co

mm

unic

atio

n in

re

latio

nshi

ps

6.1

Def

ine

way

s of

co

mm

unic

atin

g

6.2

Dem

onst

rate

kn

owle

dge

of

effe

ctiv

e no

n/ve

rbal

co

mm

unic

atio

n

6.3

Show

kno

wle

dge

of e

ffect

ive

refu

sal

6.4

Neg

otia

te a

poi

nt

effe

ctiv

ely

Say

it…ex

pres

s yo

urse

lf.Ta

ke a

Gue

ss: A

gam

e w

here

you

gue

ss th

e re

spon

ses

of

indi

vidu

als

from

thei

r bo

dy la

ngua

ge a

nd n

on-v

erba

l cue

s.

Teac

hers

pro

vide

car

ds w

ith m

essa

ges

to b

e co

nvey

ed.

Take

not

e of

the

cultu

ral c

onte

xt a

nd it

s ro

le in

bod

y la

ngua

ge. F

or in

stan

ce, h

ands

on

hips

is n

ot c

onsi

dere

d ag

gres

sive

in J

amai

ca e

spec

ially

whe

n sm

iling

.

Youn

g pe

ople

look

at t

he d

iffer

ent w

ays

of c

omm

unic

atin

g by

gen

der-

i.e. W

hat m

ight

a b

oy d

o di

ffere

ntly

from

a g

irl?

Teac

her

pres

ents

situ

atio

n an

d le

arne

rs a

ct th

em o

ut.

Dis

cuss

asp

ects

of r

oman

tic g

estu

res

and

thei

r in

terp

reta

tions

: Yo

ung

peop

le to

pro

vide

exa

mpl

es o

f wha

t the

y co

nsid

er

rom

antic

; e.g

. tou

chin

g-ha

nd h

oldi

ng, a

poe

m/r

ap-s

ingi

ng

a so

ng to

ano

ther

-a lo

ve in

tere

st, w

inki

ng.

Jour

nalin

g/Re

flect

ive

ques

tioni

ng-H

ow m

ight

thes

e ge

stur

es

conv

ey a

sen

timen

t? H

ow m

ight

thes

e se

ntim

ents

be

rece

ived

and

reb

uffe

d or

app

rove

d?

Role

pla

y: C

omm

uniq

ue N

o!Fa

mily

Pla

nnin

g Bo

ard

Stor

y Bo

ard

on th

e di

ffere

nt w

ays

of

refu

sing

sex

ual a

dvan

ces

as p

rom

pter

Prom

otio

n 1:

Abs

tinen

ce -

Boy

s re

fusi

ng,

Prom

otio

n 2:

Pre

vent

ion

- G

irls

refu

sing

as

avoi

danc

e of

un

plan

ned

preg

nanc

y,

Prom

otio

n 3:

Pro

tect

ion

and

nego

tiatio

n –

Eith

er g

ende

r be

gin

with

no

and

nego

tiate

to u

se p

rote

ctio

n- th

e ca

se fo

r co

ndom

usa

ge


46 47


46 47

SEXU

AL

HEA

LTH

7 Ex

plor

e th

e no

tion

of r

elat

ions

hips

- un

/he

alth

y

7.1

Nam

e 3

type

s of

re

latio

nshi

ps

7.2

Nam

e di

ffere

ntty

pes

of b

ehav

iour

as

soci

ated

with

eac

h re

latio

nshi

p

7.3

Des

crib

e go

od a

nd

bad

way

s of

end

ing

rela

tions

hips

.

Shou

ld I

stay

? Sh

ould

I g

o?C

reat

e lis

tC

ompl

ete

wor

kshe

et-c

reat

e a

list o

f tra

its th

at m

ake

a re

latio

nshi

p w

ork

or n

ot w

ork.

The

list

mig

ht h

ave

com

prom

ise

and

jeal

ousy

or

such

em

otio

ns o

n it.

Wor

king

as

two

team

s

Gro

up A

- d

ecid

e on

app

ropr

iate

way

s of

end

ing

a re

latio

nshi

p.

Gro

up B

- d

ecid

e on

the

not s

o ni

ce w

ays

of e

ndin

g a

rela

tions

hip.

Role

pla

ying

is p

ossi

ble

here

…

8 Ex

plor

e fa

mili

al

rela

tions

hips

8.1

Cla

ssify

fam

ilial

re

latio

nshi

ps

8.2

Des

crib

e th

e id

eal

fam

ily r

elat

ions

hip

8.3

Hig

hlig

htdi

ffere

nt is

sues

rela

ting

to th

eir

rela

tions

hip

with

thei

r pa

rent

s/gu

ardi

ans.

Savi

ng fa

ceN

ame

the

diffe

rent

type

s of

fam

ily r

elat

ions

hips

-e.g

. nu

clea

r, ex

tend

ed, s

ingl

e pa

rent

ing.

Dis

cuss

the

idea

l fam

ily

rela

tions

hip

and

the

ratio

nale

for

choi

ce.

Addr

ess

the

pros

an

d co

ns o

f all

type

s w

here

pos

sibl

e…

Ask

the

who

le c

lass

to s

hare

one

of t

heir

issu

es r

elat

ing

to

wha

t mak

es p

aren

ts/g

uard

ians

ups

et. D

iscu

ss s

imila

ritie

s an

d di

ffere

nces

- a

ddre

ss th

e is

sue

of w

heth

er p

aren

ts/

guar

dian

s ar

e ve

ry d

iffer

ent o

r th

ey w

ant t

he s

ame

thin

g irr

espe

ctiv

e of

circ

umst

ance

s

Refle

ctiv

e qu

estio

ning

- fo

r jo

urna

lsM

ake

the

issu

e sp

ecifi

c- y

oung

peo

ple

prov

ide

ratio

nale

for

the

issu

e/be

havi

our.

• W

hy m

ight

a p

aren

t be

upse

t?

• H

ow c

an it

be

reso

lved

?

• An

y un

reso

lved

issu

e sh

ould

be

addr

esse

d by

co

unse

lling

team

UN

IT 2

: SE

X A

ND

SEX

UA

LITY

Le

arn

ing

Ou

tcom

eTh

e le

arn

er c

an

:A

sses

smen

t C

rite

ria

The

learn

er c

an

:To

pic

Reso

urc

es &

Ass

essm

ent

1 D

emon

stra

te

know

ledg

e an

d un

ders

tand

ing

of

diffe

renc

es b

etw

een

sex,

sex

ualit

y an

d se

xual

orie

ntat

ion

• D

efin

e se

x•

Def

ine

sexu

ality

•

Expl

ore

the

diffe

renc

es b

etw

een

sexu

ality

as

a co

ncep

t and

sex

ual

orie

ntat

ion

1.4

Nam

e 3

type

s of

se

xual

orie

ntat

ion

I am

…M

eTe

ache

rs s

houl

d en

cour

age

youn

g pe

ople

to s

peak

free

ly

incl

udin

g us

e of

col

loqu

ial l

angu

age.

In c

orre

ctio

n, te

ache

rs

use

the

corr

ect t

erm

repe

ated

ly b

ut n

ot a

s in

terje

ctio

n.

Teac

her

–led

dis

cuss

ion:

Whe

n it

com

es to

the

term

sex

-w

hat c

omes

to m

ind?

Brai

nsto

rmin

g: W

hat i

s se

xual

ity?

Wha

t is

sexu

al

orie

ntat

ion?

Yo

ung

peop

le li

st th

e se

xual

ity ty

pes

from

thei

r kn

owle

dge

and

unde

rsta

ndin

g D

iscu

ss v

iew

s on

sex

ualit

y an

d se

xual

orie

ntat

ion

Han

dout

on

6 ty

pes

of s

exua

l orie

ntat

ion

Han

dout

on

defin

ition

s of

sex

, sex

ualit

y, s

exua

l orie

ntat

ion


48 49


48 49

SEXU

AL

HEA

LTH

UN

IT 3

: SE

XU

AL

DIV

ERSI

TY

Learn

ing

Ou

tcom

eTh

e le

arn

er c

an

:A

sses

smen

t C

rite

ria

The

learn

er c

an

:To

pic

Reso

urc

es &

Ass

essm

ent

1 C

ritic

ally

ana

lyse

the

soci

o-cu

ltura

l fac

tors

in

fluen

cing

exp

ress

ion

of s

exua

l orie

ntat

ion

3.1

Reco

gnis

e th

e im

porta

nce

of r

espe

ct

and

acce

ptan

ce o

f in

divi

dual

s w

ho a

re

diffe

rent

3.2

Dis

cuss

the

segr

egat

ion

of s

peci

fic

com

mun

ities

in

Jam

aica

IT is

…C

aitly

n Je

nner

Dis

cuss

ion

poin

t: M

ake

a lis

t of p

erso

ns w

ho w

e id

entif

y as

bei

ng d

iffer

ent.

Wha

t mak

es th

em d

iffer

ent?

How

do

we

treat

per

sons

who

are

diff

eren

t and

why

?

Wha

t do

trans

gend

er, t

rans

-sex

ual a

nd tr

ansv

estit

e m

ean?

C

aitly

n Je

nner

Gle

aner

com

men

tary

as

disc

ussi

on p

rom

pt

Wha

t is

the

soci

etal

nor

m in

rel

atio

n to

sex

ual

orie

ntat

ion

in J

amai

ca?

Why

mig

ht p

eopl

e w

ho a

re n

ot

hete

rose

xual

s be

rej

ecte

d in

Jam

aica

? Is

it o

nly

the

danc

ehal

l com

mun

ity th

at r

ejec

ts p

eopl

e of

diff

eren

t se

xual

orie

ntat

ion?

Teac

hers

to r

evie

w b

elow

bef

ore

sess

ion:

ht

tp:/

/jas

forli

fe.o

rg/h

tml/

wp-

cont

ent/

uplo

ads/

2012

/01/

Issu

es-T

rans

gend

er.p

df

http

://j

amai

ca-g

lean

er.c

om/a

rticl

e/co

mm

enta

ry/2

0150

618/

turn

ing-

spot

light

-tran

sgen

der-

peop

le

http

://w

ww.

jam

aica

obse

rver

.com

/ent

erta

inm

ent/

Dan

ceha

ll-im

pact

s-th

e-ris

e-of

-tran

sgen

der-

Jfla

ght

tp:/

/ww

w.ja

mai

canm

atey

angr

oupi

e.co

m/j

mg-

inte

rvie

ws/

jmg-

inte

rvie

ws-

two-

trans

gend

er-m

ales

-livi

ng-

in-ja

mai

ca/

2 Id

entif

y is

sues

pe

ople

of d

iffer

ent

sexu

al o

rient

atio

n to

so

ciet

al n

orm

mig

ht

expe

rienc

e

3.3

Dis

cuss

th

e ch

ange

s of

ad

oles

cenc

e in

rel

atio

n to

sex

ual o

rient

atio

n

I’m c

omin

g ou

t!

Nat

ure

or n

urtu

re?

Teac

her

to r

emin

d al

l in

the

grou

ps o

f the

cla

ss g

roun

d ru

les.

Skit:

Com

ing

out…

Taki

ng c

ontro

lht

tps:

//w

ww.

yout

ube.

com

/wat

ch?v

=hp

Hxs

cyC

Pu4

Lear

ners

to d

iscu

ss th

e ch

ange

s fro

m h

avin

g th

e be

st

girlf

riend

to li

king

boy

s or

inde

ed p

refe

rrin

g gi

rls a

lway

s.

Cas

e st

udy:

Deb

bie’

s st

ory

Teac

her

to a

ddre

ss a

rgum

ents

of n

atur

e or

nur

ture

; m

isco

ncep

tions

, pre

judi

ces

and

hom

opho

bic

attit

udes

an

d ch

ange

s in

Jam

aica

. Wha

t doe

s co

min

g ou

t mea

n?

Cas

e st

udy:

Pet

er’s

cha

nges

3 Ex

amin

e ex

pres

sion

s of

sex

ualit

y an

d se

xual

or

ient

atio

n

3.4

Know

that

sex

ual

orie

ntat

ion

is n

ot ju

st a

vi

sual

4.2

Iden

tify

sexu

ality

an

d th

e ex

pres

sion

th

ereo

f in

loca

l an

d in

tern

atio

nal m

edia

4.3

Anal

yse

the

rela

tions

hip

betw

een

med

ia a

nd s

exua

lity

Can

you

see

…ca

n yo

u te

ll?

Hyp

e or

Hip

?

“The

gay

lobb

y es

timat

es th

at u

p to

270

,000

lesb

ian,

ga

y, b

isex

ual,

and

trans

gend

ered

peo

ple

live

in J

amai

ca.

That

rep

rese

nts

“bet

wee

n th

ree

to 1

0 pe

r ce

nt o

f th

e po

pula

tion”

.” h

ttp:/

/ww

w.ja

mai

caob

serv

er.c

om/

ente

rtain

men

t/D

ance

hall-

impa

cts-

the-

rise-

of-tr

ansg

ende

r-

Jfla

gD

iscu

ssio

n Po

int:

How

do

you

know

som

eone

’s s

exua

l or

ient

atio

n? N

ame

the

ster

eoty

pica

l way

s th

at y

ou c

an

use

to id

entif

y a

pers

on fr

om th

e LG

BT c

omm

unity

…

How

mig

ht p

eopl

e of

thre

e se

xual

orie

ntat

ion

expr

ess

thei

r id

entit

y?C

reat

e a

colu

mn

for

thre

e ca

tego

risat

ion,

e.g

. he

tero

sexu

al, h

omos

exua

l, bi

sexu

al -

allo

w le

arne

rs to

co

mpl

ete.

C

ontri

butio

ns r

egar

ding

clo

thes

-dre

ss (t

ight

jean

s, w

hite

lin

en tr

ouse

rs a

nd b

ehav

iour

(lim

p w

rist/

flipp

ing

hand

s)

mig

ht d

evel

op s

ugge

stio

ns.

Proj

ect :

Usi

ng d

iffer

ent t

ypes

of m

edia

, ask

lear

ners

to

res

earc

h an

d co

mpa

re th

e ac

cept

ance

/inc

lusi

on o

f pe

ople

with

var

ious

sex

ualit

ies

in a

t lea

st fo

ur c

ount

ries:

U

K, U

SA, J

amai

ca a

nd Ir

an


50 51


50 51

SEXU

AL

HEA

LTH

5 C

ritic

ally

exa

min

e th

e ro

le o

f rel

igio

n an

d hu

man

sex

ualit

y

5.1

Cat

egor

ise

at

leas

t one

are

a w

here

re

ligio

n co

ndem

ns/

acce

pts

peop

le w

ith

diffe

rent

sex

ualit

ies

Div

ersi

tyTe

achi

ngs…

pr

each

ing

Gro

up w

ork:

res

earc

h by

inte

rnet

or

pape

r re

sour

ces

– th

e vi

ews

of fi

ve m

ains

tream

rel

igio

n: J

udai

sm, H

indu

ism

, Bu

ddhi

sm, C

hris

tiani

ty a

nd Is

lam

Lear

ners

to r

efle

ct o

n th

e ro

le r

elig

ion

mig

ht p

lay

in

dete

rmin

ing

soci

etal

nor

ms

and

the

cultu

ral s

ettin

g of

Ja

mai

ca

Teac

her

to u

se h

ttp:/

/ww

w.re

ligio

nfac

ts.c

om/c

ompa

re/

hom

osex

ualit

y-vi

ews

as p

art o

f ple

nary

to c

ompa

re

relig

ions

and

som

e de

nom

inat

ions

Han

dout

s on

rel

igio

us v

iew

s ab

out h

omos

exua

lity

UN

IT 4

: SE

X A

ND

SEX

UA

LITY

Le

arn

ing

Ou

tcom

eTh

e le

arn

er c

an

:A

sses

smen

t C

rite

ria

The

learn

er c

an

:M

od

ule

Top

icRe

sou

rces

& A

sses

smen

t1

Reco

gnis

e th

e re

latio

nshi

p be

twee

n se

xual

inte

rcou

rse

and

sexu

ally

tran

smitt

ed

infe

ctio

ns(S

TI)

1.1

Expl

ain

wha

t is

mea

nt b

y an

STI

1.2

Diff

eren

tiate

be

twee

n a

viru

s an

d a

bact

eriu

m

1.3

Des

crib

e th

e tra

nsm

issi

on r

oute

s of

ST

I

1.4

Iden

tify

two

way

s of

pre

vent

ing

STI

trans

mis

sion

1.5

Nam

e si

x ST

I and

th

eir

rela

ted

sym

ptom

s

1.6

List

STI

s th

at c

an

be tr

eate

d or

cur

ed b

y m

edic

al i

nter

vent

ions

STI

Youn

g an

d ac

tive

Wha

t is

a ST

I?N

atio

nal F

amily

Bro

chur

e re

sour

ces

to a

ssis

t te

achi

ng te

ams

in c

over

ing

the

follo

win

g:

Gen

ital h

erpe

sC

hlam

ydia

Gen

ital w

arts

Tric

hom

onia

sis

Bact

eria

l Vag

inos

is

Hum

an im

mun

e –d

efic

ienc

y vi

rus

(HIV

)G

onor

rhoe

aD

iscu

ss th

e ro

utes

to tr

ansm

issi

on-

ask

lear

ners

to

giv

e th

eir

know

ledg

e of

how

STI

s ca

n be

tra

nsm

itted

? Ad

d to

the

list a

t the

end

of d

iscu

ssio

n.

E.g.

ora

l sex

and

gon

orrh

oea

or r

ubbi

ng o

f ge

nita

liaLe

arne

rs to

mat

ch th

e sy

mpt

oms

of S

TIs

with

STI

na

me

card

Proj

ect:

In 3

sm

all g

roup

s –

Con

dom

s an

d va

ccin

atio

n pr

omot

ion

Focu

s on

con

dom

s/H

PV v

acci

ne -

lear

ners

find

and

pr

esen

t inf

orm

atio

n on

the

prev

entio

n of

STI

Dis

cuss

all

abov

e in

the

cont

ext o

f hea

lth a

nd n

ot

dise

ase.

To

do s

o re

quire

s –

open

dis

cuss

ion

abou

t th

e m

eani

ng, i

.e. W

hat i

s co

nsid

ered

an

STI a

nd

wha

t is

not n

eces

saril

y a

STI?

For

exa

mpl

e: B

V,

TRIC

H a

nd T

hrus

h co

mpa

rison

.

Teac

hers

are

to e

xpla

in th

e di

ffere

nces

bet

wee

n a

vira

l and

a b

acte

rial i

nfec

tion,

usi

ng m

edic

al

refe

renc

es.


52 53


52 53

SEXU

AL

HEA

LTH

The

List

ing

Gam

e: p

lace

the

STI u

nder

whe

ther

it is

a

bact

eria

or

a vi

rus,

col

our

code

thos

e th

at c

an b

e tre

ated

and

/or

cure

d.

Com

petit

ive

proj

ect:

Cre

ate

a ST

I lea

flet f

or y

oung

pe

ople

of s

imila

r ag

e an

d st

age.

Win

ners

gai

n ex

tra

time

gam

ing

etc.

2 C

ritic

ally

exa

min

e th

e ef

fect

s of

STI

on

hum

an h

ealth

in

clud

ing

repr

oduc

tive

orga

ns

2.1

Dem

onst

rate

kn

owle

dge

and

unde

rsta

ndin

g of

STI

s an

d re

late

d he

alth

is

sues

(cer

vica

l can

cer/

infe

rtilit

y)

Sex

& H

ealth

Reca

p th

e co

ntex

t of v

irus/

bact

eriu

mAs

k le

arne

rs to

iden

tify

the

STIs

they

bel

ieve

m

ight

con

tribu

te to

cer

vica

l can

cer…

corr

ect a

s ap

prop

riate

. NB:

poi

nt o

ut th

at th

e on

es th

at a

ppea

r m

ore

harm

ful w

ith s

ympt

oms

do n

ot n

eces

saril

y af

fect

the

cerv

ix.

Focu

s 1:

HPV

-Gen

ital w

arts

and

chl

amyd

iaFo

cus

2: S

exua

l pra

ctis

es-b

ehav

iour

sFo

cus

3: H

IV3

Dem

onst

rate

kn

owle

dge

and

unde

rsta

ndin

g of

di

ffere

nt m

etho

ds to

pr

actic

e sa

fe s

ex

3.1

Giv

e 3

risky

sex

ual

beha

viou

rs a

mon

gst

youn

g pe

ople

3.2

Expl

ain

how

ris

ky

beha

viou

rs m

ight

ris

k he

alth

and

red

uce

life

expe

ctan

cy

Risk

y Bu

sine

ssC

halk

n ta

lk –

brai

nsto

rm r

isky

beh

avio

urs

and

poss

ible

rea

sons

beh

ind

itTe

ache

rs to

add

whe

n th

e lis

t is

not c

ompl

ete

usin

g W

ebm

d ha

ndou

t/fa

mily

pla

nnin

g le

afle

tSm

all g

roup

s to

iden

tify

the

risky

beh

avio

ur, r

evie

w

the

cons

eque

nces

of s

uch

beha

viou

rs w

ith te

ache

r.

Wat

ch D

VD p

rese

ntat

ions

, Jan

et a

nd P

aula

, Tee

nage

Se

x an

d M

arc

and

Tony

(Pee

r Ed

ucat

or s

erie

s)

4 C

ritic

ally

ana

lyse

th

e no

tion

of s

afer

sex

an

d c

ontra

cept

ion

met

hods

ava

ilabl

e to

th

em

4.1

Expl

ain

poss

ible

w

ays

to r

educ

e se

xual

ly

risky

beh

avio

urs

4.2

Eval

uate

the

adva

ntag

es o

f ref

usal

to

be

sexu

ally

act

ive

4.3

Neg

otia

te w

ith a

se

xual

par

tner

usi

ng

at le

ast o

ne m

odel

of

prev

entio

n

4.4

Asse

ss p

erso

nal

risk

4.5

Iden

tify

the

need

fo

r se

xual

hea

lth

chec

ks

4.6

Nam

e 3

plac

es

for

free

sexu

al h

ealth

ad

vice

and

sup

port

Safe

r se

xD

ivid

e in

to p

airs

- on

e to

adv

ocat

e fo

r an

d ot

her

agai

nst t

he fo

llow

ing:

• ab

stin

ence

• m

onog

amy

• pr

otec

tion

• ce

libac

yTe

ache

rs to

add

to d

iscu

ssio

n, b

enef

its s

uch

as

heal

thy

livin

g an

d be

tter

life

plan

ning

. D

iscu

ssio

n us

ing

S.W

.A.T

. , S

TAC

K or

REA

L m

odel

s

(HFL

E ha

ndbo

ok 3

rd e

ditio

n)Ro

le-p

lay

a c

hose

n m

odel

and

gro

up r

evie

w th

e ea

sier

one

to u

se in

age

gro

up

Teac

hers

to p

rom

ote

disc

ussi

on w

ith th

e in

divi

dual

re

spon

sibl

e fo

r th

e pr

omot

ion

of g

ood

sexu

al

prac

tises

at t

he in

stitu

tion

Jour

nalin

g

Focu

s: H

PV-C

ervi

cal/

Pap

smea

r an

d e

arly

can

cer

dete

ctio

nH

ando

uts:

rea

d an

d di

scus

s to

geth

er th

e m

erits

of

early

det

ectio

nH

elpf

ul s

ites

http

://w

ww.

canc

erre

sear

chuk

.org

/ab

out-c

ance

r/ty

pe/c

ervi

cal-c

ance

r/ab

out/

the-

cerv

ixht

tp:/

/jam

aica

canc

erso

ciet

y.or

g/60

7-2/

Lucy

’s c

ase

stud

y: h

ttp:/

/ww

w.pa

pscr

een.

org.

au/

lucy

s_st

ory

Rese

arch

Jad

e G

oody

’s c

ervi

cal c

ance

r st

ory

List

to in

clud

e: H

ealth

cen

tres/

hosp

itals

/Nat

iona

l Fa

mily

pla

nnin

g ce

ntre

s an

d sc

hool

hea

lth w

orke

r


54 55


54 55

SEXU

AL

HEA

LTH

UN

IT 5

: C

ON

TRA

CEP

TIO

N A

ND

PA

REN

TIN

G

Learn

ing

Ou

tcom

eTh

e le

arn

er c

an

:A

sses

smen

t C

rite

ria

The

learn

er c

an

:M

od

ule

Top

icRe

sou

rces

& A

sses

smen

t1

Exam

ine

the

role

s of

co

ntra

cept

ion

and

life

plan

ning

4.1E

xpla

in th

e ro

le o

f co

ntra

cept

ive

use

in li

fe

plan

ning

4.2

Des

crib

e th

e va

riety

of f

amily

pl

anni

ng m

etho

ds

avai

labl

e

4.3

Iden

tify

the

mos

t su

itabl

e to

you

ng

peop

le w

ho a

re

sexu

ally

act

ive

Life

pla

nnin

gM

ake

a ch

oice

Safe

st s

ex-D

ual P

rote

ctio

n Pr

omot

ion

Wha

t is

Life

Pla

nnin

g?

Teac

her-

led

brai

nsto

rm o

n th

e be

nefit

s of

life

pl

anni

ng, r

elat

e to

abs

tinen

ce, u

nwan

ted

preg

nanc

y,

risks

from

abo

rtion

and

futu

re p

regn

anci

es a

nd th

e fin

anci

al c

osts

of c

hild

rea

ring.

Re

cap

the

proc

ess

of r

epro

duct

ion-

How

can

you

get

pr

egna

nt?

Dis

cuss

and

issu

e N

FB b

roch

ures

on

• N

atur

al-h

orm

onal

• Ba

rrie

r-fe

mid

oms

and

cond

oms,

dia

phra

gm,

shie

ld/c

ap•

IUD

• In

ject

ion

• Pi

lls•

Ster

ilisa

tion

NFP

B m

ate

rials

: h

ttp

://1

98.6

3.3

7.1

26/

bro

chu

res/

Youn

g pe

ople

to c

hart

the

pros

and

con

s of

eac

h m

etho

d an

d de

bate

the

one

mos

t sui

ted

to s

exua

lly

activ

e yo

ung

peop

le.

Cre

ate

a pr

omot

iona

l pos

ter

for

curr

ent N

FPB

cam

paig

n on

Du

al P

rote

ctio

n -

usi

ng a

con

dom

an

d th

e in

ject

ion

2 D

emon

stra

te s

kills

an

d un

ders

tand

ing

of

usin

g a

cont

race

ptiv

e m

etho

d

4.4

Know

how

to p

ut

on a

con

dom

with

co

nfid

ence

No

glov

e-no

love

– b

arrie

r m

etho

d 1

NB:

NFP

B Yo

uth

team

to

be in

volv

ed a

t thi

s se

ssio

nW

atch

DVD

/cd

/You

Tube

vid

eo o

n pu

tting

on

a co

ndom

and

a fe

mal

e co

ndom

ht

tps:

//w

ww.

yout

ube.

com

/wat

ch?v

=-C

pkG

7vPz

_8ht

tps:

//w

ww.

yout

ube.

com

/wat

ch?v

=fF

1AM

HBH

W54

http

s://

ww

w.yo

utub

e.co

m/w

atch

?v=

6eZ9

GG

1prD

ULe

arne

r Ac

tivity

: Pra

ctic

e pu

tting

on

a co

ndom

3 C

ritic

ally

an

alys

e th

e ro

les

of c

ontra

cept

ion

in li

fe p

lann

ing,

ris

ky b

ehav

iour

and

pr

egna

ncy

4.5

Expl

ain

the

phys

ical

pro

cess

es o

f ge

tting

pre

gnan

t

4.6

Asse

ss o

wn

prep

ared

ness

for

preg

nanc

y an

d ch

ildre

arin

g?

4.7

Revi

ew th

e co

st o

f pr

egna

ncy

and

rais

ing

a ch

ild.

Life

pla

nnin

gM

yths

and

Leg

ends

An e

xpec

tant

futu

re

DVD

/VID

EO fr

om fa

mily

pla

nnin

g bo

ard

or y

outh

te

amH

ow c

an I

get p

regn

ant?

Han

dout

: myt

hs a

bout

get

ting

preg

nant

Read

toge

ther

Obs

erve

r ar

ticle

on

adol

esce

nt

preg

nanc

y Ad

oles

cent

Pre

gnan

cy -

Fac

t She

et 3

64 W

HO

Refle

ctiv

e qu

estio

ning

/ jo

urna

ling:

Is m

y bo

dy a

nd

min

d re

ady

for

the

traum

a of

pre

gnan

cy?

Am I

in s

tabl

e re

latio

nshi

p to

con

side

r an

add

ition

al

pers

on-a

chi

ld?

Proj

ect w

ork:

4 G

roup

s to

you

ng p

eopl

e to

re

sear

ch th

e co

st o

f pre

gnan

cy, c

arin

g fo

r ne

w-b

orn

(0-6

mon

ths)

, tod

dler

and

sch

ool a

ged

child

ren-

child

ca

re c

ost,

and

clot

hing

mus

t be

incl

uded

. A v

isit

to

supe

rmar

ket,

clot

hing

sto

re a

nd c

are

faci

lity

shou

ld

be a

n op

tion.


56 57


56 57

SEXU

AL

HEA

LTH

UN

IT 6

: A

BUSE

-GRO

OM

ING

& H

UM

AN

TRA

FFIC

KIN

G

Learn

ing

Ou

tcom

eTh

e le

arn

er c

an

:A

sses

smen

t C

rite

ria

The

learn

er c

an

:M

od

ule

Top

icRe

sou

rces

& A

sses

smen

tC

ritic

ally

exa

min

e ab

use

in s

ocia

l and

cu

ltura

l con

text

s,

the

indi

vidu

al’s

em

otio

nal e

ffect

s an

d de

velo

ping

/acc

essi

ng

supp

ort

5.1

Def

ine

abus

e

5.2

Prov

ide

exam

ples

of

sex

ual a

ssau

lt an

d ab

use

5.3

Cat

egor

ize

the

thre

e re

latio

nshi

p ty

pes

betw

een

vict

ims

of

abus

e an

d ab

user

s

5.4

Des

crib

e th

e di

ffere

nt p

roce

ss o

f se

xual

har

assm

ent a

nd

sexu

al a

buse

5.5

Expl

ain

how

co

mm

unity

/cul

tura

l no

rms

can

affe

ct h

ow

abus

e is

see

n, r

epor

ted

and

man

aged

5.6

Iden

tify

the

plac

es

and

peop

le fo

r su

ppor

t fro

m b

efor

e, d

urin

g an

d af

ter

sexu

al a

buse

Sexu

al a

buse

- L

abel

ItTe

ache

r –l

ed d

iscu

ssio

nW

hat i

s Ab

use?

In g

roup

s of

3: l

earn

ers

prov

ide

a lis

t of e

xam

ples

/sc

enar

ios

they

con

side

r to

ref

lect

sex

ual a

ssau

lt or

ab

use

Han

dout

: tou

chin

g an

d no

n-to

uchi

ng

Teac

her-

led

disc

ussi

on: W

ho a

buse

s?

Han

dout

: Wha

t is

sexu

al h

aras

smen

t?

Gle

aner

arti

cle:

Sto

len

Chi

ldho

odO

bser

ver

artic

le: M

isco

ncep

tions

of a

buse

http

://j

amai

ca-g

lean

er.c

om/g

lean

er/2

0150

208/

lead

/lea

d4.h

tml

http

://w

ww.

ocr.g

ov.jm

/ As

hley

’s D

iary

Cha

lk n

talk

: Lea

rner

s pr

ovid

e a

list o

f pla

ces

and

peop

le to

see

k su

ppor

t and

rep

ort a

buse

. The

se to

in

clud

e th

e po

lice,

CD

A an

d O

CR

http

s://

yout

u.be

/LYK

Y6Bo

2oK0

5.7

Sho

w

unde

rsta

ndin

g of

th

e fa

ctor

s th

at

influ

ence

chi

ld s

exua

l ex

ploi

tatio

n

5.8

Iden

tify

groo

min

g -

incl

udin

g m

edia

gr

oom

ing-

as

an

aven

ue to

sex

ual a

buse

5.9

Reco

gnis

e th

e vu

lner

abili

ties

of

runa

way

chi

ldre

n an

d se

x tra

ffick

ing-

pros

titut

ion

Teac

her-

led

disc

ussi

on: W

hat a

re th

e fa

ctor

s th

at

mig

ht in

fluen

ce c

hild

sex

ual e

xplo

itatio

n? In

clud

e:

mon

ey-m

ater

ial t

hing

s, s

tatu

s an

d po

wer

etc

.

Proj

ect:

Lear

ners

cre

ate

a st

ory

boar

d ab

out

child

hood

sex

ual e

xplo

itatio

n

Teac

her-

led

disc

ussi

on:

Wha

t is

groo

min

g? W

hy

mig

ht a

n ab

user

gro

om a

vic

tim?

Teac

hers

to e

ncou

rage

jour

nalin

g an

d se

ekin

g th

e su

ppor

t of o

n-si

te c

ouns

ello

r

Read

and

wat

ch to

geth

er a

nd ta

lk-s

ex tr

affic

king

/pr

ostit

utio

n/pi

mps

and

STI

Obs

erve

r ar

ticle

s

Teac

her-

led

dis

cuss

ion:

It is

nev

er a

bout

one

pe

rson

-use

OC

R st

atis

tic to

spa

rk d

iscu

ssio

n am

ongs

t you

ng p

eopl

e


58

RES

OU

RC

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lf Es

teem

sto

ries

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tp:/

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w.m

ind.

org.

uk/i

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mat

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supp

ort/

your

-sto

ries/

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92

Self

Este

em A

ctiv

ity -

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self-

este

em-h

ealth

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f-es

teem

-act

iviti

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tml

Self-

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http

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ours

elf.p

sych

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rans

fer?

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UNICEFTEACHER TRAINING MANUALPLACES OF SAFETY CURRICULUM GUIDE

Documents

UNICEF TEACHER TRAINING MANUAL - JCHS TEACHER TRAINING :: MANUAL PLACES of SAFETY CURRICULUM GUIDE 4 5 SELF-DEVELOPMENT Unit 1 WHO AM I? - Developing self and goal setting Unit 2 SELF-