Relationships and Sex Education

Click each 'look' button to see a video clip relating to a reference point in the peer script. When more than one clip exists for a reference point letters have been used. You can navigate between sessions using these links:

Session One

 Script ref.   Description   Video clip 
R2 Instructions for questionnaire and distribution.
R3(a) Introduction of ground rules. Good vocal variety, eye contact and use of repeat and praise.
R3(b) More informal version of establishing ground rules. More personal.
R4 More energetic way of ensuring pupils are aware of ground rules - probably necessary for this group of pupils.
R5 A male peer gives good support and encouragement as pupils construct their list.
R6 A female peer uses a friendly and informal approach to encourage responses.
R7 Reasons for starting and delaying sex are fed back from small groups and put on board. Reasons for starting are discussed and elimination is indicated by a cross.
R8(a) A more informal approach with a different range of responses.
R8(b) A peer assists the class in reaching the conclusion that there are a lot more reasons for waiting.

Session Two

 Script ref.   Description   Video clip 
M2 This peer is aware that the students have already agreed on the ground rules in a previous session, but is still making sure they understand their importance.
M4(a) Setting up the first 'stick' exercise - how adverts affect the way we feel.
M4(b) Peers are supportive of learners with positive interactions. The 'repeat and praise' technique is used throughout. This kind of peer-learner relationship is what makes the learning personal, socially important and memorable.
M7 The peer interacts with learners to encourage them to build up ideas about what makes a good relationship. Note how the peer crouches to put them at ease.
M8 Peers match the feedback they've gathered on the board to the text in the script. Learners reach consensus that there is a lot more to a good relationship than just sex.
M12 Clear instruction, use of overheads and personalised speech ensures that the learners understand the task.

Session Three

 Script ref.   Description   Video clip 
P2 Simple instruction to move tables back and arrange chairs in a circle.
P6(a) Giving the pupils the instruction to say the word 'No' sets the expectation that they are going to to have to actively participate in the role plays that are about to take place.
P6(b) The count down reinforces the expectation that they are going to be actively engaged. Everyone must lend their voice.
P6(c) Peers are modelling the first assertiveness technique of saying 'No'. The Scene Manager ensures the learners are directed as to what they are expected to observe.
P11 This peer uses good eye contact and is clearly expecting the learners to explain how this pressure makes a person feel.
P13(a) Clear demonstration of using the 'reverse' technique in a peer training situation.
P13(b) Classroom situation showing transition from modelling to involving a Year 9 boy. Note how the scene manager crouches down and 'coaches' the boy to success.
P13(c) Classroom situation demostrating some ways of encouraging a learner to come to the front.
P13(d) This boy totally refuses, but still achieves an assertive performance and is congratulated.
P20(a) Simple set-up for a task that combines two aims: opportunity for everyone to have a go at some personal practise as a pair, without necessarily being exposed to the whole class; usefully fills any time that may be left over at the end of the session.
P20(b) Training situation. Example of the kind of scenario they might develop during personal practise activity.

Session Four

Script ref.   Description   Video clip 
F3 Demonstrates how the peers organise the class into teams and set up the game. The small group work demonstrates excellent spontaneous, supportive and purposeful interaction between peers and learners.
F4 The peers have 3 distinct roles: 'Quizmaster' (overall manager of class); 'Scorer' decides the value in points of each groups' answers, 'Boardworker' writes the scores up on the board. The formal structure makes it less likely that players will attempt to contest the scores.
F8 Training situation. These peer educators have taken the situation as outlined on the worksheet and developed the responses to the scene.