Relationships and Sex Education

News

During the 2014-2015 academic year we have been working hard on revising our materials and piloting new resources. 

This has culminated in two major achievements: the PSHE Association has awarded the SRE Project their Quality Assurance Mark for both the ApauseToo Adult-led Resources and the Apause Peer-led programme.

These award require rigorous evaluation of the resources against a range of best-practice criteria. In one sense, we shouldn't be surprises that our work has been acknowledged in this way.  We have an excellent track record of providing well evaluated programmes to schools in England, Wales and Ireland.

However, this generation of resources meets several challanges.  

Keeping prices down - the students resources are laminated for multiple use and the teachers guidelines are printed on a durable paper. 

Supporting developing classroom practice - while the resources and 'teacher guidelines' can be used on a 'grab-and-go' basis,  with a little preparation and practice the less experienced teacher soon discovers they can manage quite well without adhering slavishly to the scripts.

For accomplished  teachers - the  'lesson plan'  is much more schematic and enables the more accomplished teacher to work creatively and spontaneously with the resources.

A 'performative' experience - the whole programme gives primacy to the students' performances. Research show that in order to influence subsequent behaviour learners need to actively engage in the social dimensions of learning.  This means interrogating normative beliefs and personal practices, discussion, debate, reading aloud, sharing a joke in the privacy of small group work, simulations, presenting role-plays and performing solutions to challenging scenarios.

In response to national concerns about internet safety and cyber bullying, we have developed two new exercises which we intend to put through the PSHE Quality Assurance Process and have available for schools by the beginning of the Autumn Term 2015. 

We are always keen to make improvements, so if any one is interested in piloting these resources for free, just contact us:

Phone: 01392 829450 Mobile: 07812561123   E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

Harnessing peer influences with the excitement of drama and performance 

This exciting new course examines the two most powerful teaching tools in RSE - drama and peer influences - and shows how they can be combined in your classroom.

Whatever your level of experience, this course enables teachers and health professionals to develop the practical skills and insights that will bring fun and relevance to RSE sessions.  Whether you are creating a session from scratch, adapting a published session or using one of our own Apause exercises as a starting point, this course will help you discover ways of unlocking the dramatic potential of the theme and create the kinds of interactions that help young people to make sense of their relationships and feel more empowered to manage them effectively.

Course Information

Top Tips for using drama 

Fees:             

 

Full-day (10.00 am to 4.30 pm) £130      

Summer term Date:

 

London - 29th June LIFT Centre

 

At: The Lift, 45 White Lion St, London N1 9PW (3 mins walk from Angel Tube) www.liftislington.org.uk/find-us

 

proud-to-be-a-member-of-SEFPHSE Quality Assurance Resources logo

 

 About your trainer - David Evans    
I have been researching and training RSE for more than 20 years.  My doctoral thesis at Goldsmiths will be completed in 2019.  This is a theoretical framework showing how the drama and performative elements of Apause have made a unique contribution to its behavioural effectiveness. I am project manager of RAP, a programme of relationships education for vulnerable and hard to reach young people, and CEO of the Health Behaviour Group.
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Iontact us:

This email address is being protected from spambots. You need JavaScript enabled to view it.

T: 01392 829450 M: 07812 561123

 

Introduction

‘Drama’ as a term can conjure up all sorts of associations. For some it is the most obvious and exciting way to learn about relationships, but for many it is at best misleading and at worst completely off-putting.   I take my meaning from the original Greek word dran  ‘do, act’. Drama, in the context of relationships and sex education, is about the doing – it is something that should be active, co-constructed and ‘done’.

Tip 1 Keep your classroom safe, build consensus

Identify a set of ground rules which are designed to keep the classroom a safe space for the facilitator and learners. In exercising these rules, it is important to acknowledge the value of a degree of risk taking whilst engendering a consensual ethos. You might want to make the rules explicit from the outset of your RSE sessions, but there is value in finding ways of co-constructing them, building class consensus and self-regulation. A case-study or simple story built up with the class can be excellent for creating insight into the importance and relevance of using ground rules.

 

Tip 2 Embrace the ‘doing’ of communication

Before implementing a lesson plan consider what opportunities it gives to the learners to experience relationships and their learning through non-verbal and non-written means of communication. For example, when developing a notion of consent, is it something that may be experienced through ‘doing’ some physical or a spatial interaction? Are there daily non-verbal interactions involving elements of consent which could be explored in pairs or groups and shared with the class? Could an idea be introduced through a physical demonstration to the class, rather than a verbal explanation?

Tip 3 Change the learning space

If you are going to engage learners by doing something active, consider how you could change the learning environment to make it clear that this session is different from their day-to-day learning. Clues: orientate tables to suggest small group work without a front of class focal point, arrange chairs in a circle, pull the blinds and use digital technologies to change the visual and auditory environment.

Tip 4 Focus on relationships

Most topics, for example STIs, will have a biological or medical dimension, but try to think about it in terms of relationships and interactions and not purely in terms of symptoms and treatments. We know that, used correctly, condoms give protection against STIs, but how is the use of a condom actually negotiated? Who, how and when might the negotiation be initiated? Are there other social dynamics which might influence the likelihood of a condom being used, such as friends and alcohol? Can these dynamics be captured in short phrases? E.g. ”It’s more fun if I put it on for you.”

By incremental steps, participants deepen their engagement and can enhance their personal agency by constructing short scripts and role plays.

Tip 5 Exploit oppositional tendencies

It is much easier and more meaningful to explore simple scripting and role-play activities when it is acknowledged that within themselves characters experience tensions and conflicts eg public versus private, wants versus worries, personal beliefs versus social norms.

 

Masks can offer a wide range of metaphors and practical activities. They reveal as well as conceal. Emoji’s might be thought of as a kind of mask. They don’t always mean exactly what they show. Take a theme like identities. A simple oval plain mask can be drawn on each side of a piece of paper, one side could be designed to stand for all the outward signs of a person’s gender and the other side could stand for all those aspects which are kept secret or internalised. Often these can be presented and spoken about through the mask itself but can also take the form of freeze-frames which could be accompanied by just one or two phrases.

 

To develop your own practice in this style of teaching read about 'Activate' our latest training event.

 


 

Cutting edge strategies in RSE for all young people - Training Day 30th June

A generation ahead of its time, Apause is internationally recognized for using highly participatory approaches including: small group work; problem solving; simulations; scripts; role-plays and peer assisted learning.These techniques have recently been identified in "Key principles of effective prevention education" - PSHE Association.

This fun and empowering one-day course considers latest theoretical understandings of effective RSE and their practical implementation in a range of educational settings.

Who should attend?

Curriculum leaders, teachers, TAs, health and social care professionals - any practitioner responsible for RSE in mainstream classrooms, or working in small groups or with vulnerable and at risk young people.

Develop your confidence and competence to deliver and promote SRE with authority and conviction.

After the course you will:

  • Feel more confident in your understanding of RSE and classroom delivery
  • Believe in your own competence to facilitate effective RSE
  • Be better informed when selecting and adapting published resources
  • Have some great ideas for developing curricula and resources of your own
  • Know how to integrate an ApauseToo approach with your PSHE curriculum

Early Birds Offer: Book before 12.00 noon, Monday 20th June - Save up to £25

Course fee = £135, Programme Set (optional) = £70 - Total £205.00
Standard Course fee = £150 Programme Set = £80

All ApauseToo Resources have been awarded the PSHE Association Quality Assurance Mark

Ways to book:

  • Follow link to: www.sreproject.org/booking
  • Phone David Evans: 07812561123
  • Email: This email address is being protected from spambots. You need JavaScript enabled to view it.