- HYBRID MODEL FOR DELIVERY (and how much time to dedicate to sexual health)
It is expected that teachers will deliver the basic/fundamental lessons in PHE about personal safety, decision making, technology, boundaries etc… K-10 using the ‘Kids in the Know’ (or similar) resource.
- Each school has a complete kit. Click here to order more materials (lots of free ones too).
For Grades 4+, for topics such as puberty, hygiene, sexual identity, STIs, sexual decision making, recommended resources include:
- SOGI Education, Amaze Animations, and www.teachingsexualhealth.ca
- Use the Grade by Grade Scope and Sequences in the next tab, which lay out what resource to use at what grade!
For more complex topics (which may include puberty, sexual decision making, or sexual identity) experts may be utilized in some cases, to supplement the foundational work that teachers have already done.
- NLPS partners with outside agencies like the RCMP, Red Cross, Haven, VI Crisis Society, and Island health with targeted prevention programs and student workshops.
- See Agency Scope and Sequence Draft below.
The ‘Health’ component of Physical Health Education (PHE) accounts for 20-30% of PHE. An adequate amount of time is expected carved out for personal safety/sexual health content. Use the ‘Scope and Sequences’ below to help you plan.
Grades K-3: Six-Eight
Grades 4-6: Six-Eight
Grades 7-10: Eight-Eleven
- SCOPE AND SEQUENCES FOR GRADES K-10
2018/2019 NLPS SCOPE AND SEQUENCE: Streamlined lessons, resources, prevention programs, outside agencies, and experts (see below)
USE THE DOCUMENTS BELOW FOR YOUR PLANNING
- AGENCY SCOPE AND SEQUENCE
- SCOPE AND SEQUENCE: K
- SCOPE AND SEQUENCE: 1
- SCOPE AND SEQUENCE: 2
- SCOPE AND SEQUENCE: 3
- SCOPE AND SEQUENCE: 4
- SCOPE AND SEQUENCE:5
- SCOPE AND SEQUENCE: 6
- SCOPE AND SEQUENCE: 7
- GRADE BY GRADE BREAKDOWN OF WHAT TO TEACH (IN LAYPERSONS TERMS)
- PROVINCIAL CURRICULUM K-10 in PDF
- PROVINCIAL CURRICULUM ONLINE
- 'KIDS IN THE KNOW' STORYBOOOK AND STUDENT BOOKLET GUIDE
- STORYBOOKS GR 4-7 DESCRIPTIONS AND GRADE GUIDE
- STORYBOOKS K-3 DESCRIPTIONS AND GRADE GUIDE
- 'GO TO' TEACHING RESOURCES, POSTERS, VIDEOS, AND LESSONS PLANS
It is recommended that all teachers deliver foundation lessons from the ‘Kids in the Know’ (or similar) resource. All schools K-10 have this resource as of 2018. Please contact firstname.lastname@example.org District Coordinator for more information. To order more resouces click here.
- ‘KIDS IN THE KNOW’ STORYBOOOK AND STUDENT BOOKLET GUIDE
- STORYBOOKS GR 4-7 DESCRIPTIONS AND GRADE GUIDE
- STORYBOOKS K-3 DESCRIPTIONS AND GRADE GUIDE
Personal and Sexual Health Lessons
- See ‘Kids in the Know’ links at the bottom
- Teachingsexualhealth.ca Grades 4-12
- Honouring Diversity/Inclusive Environments/SOGI Grade K-12
- Physiology and Anatomy– Gr 5+
- Reproduction and Development -Gr 6+
- STI Information– Gr 6+
- Sexual Decision Making -Grade 7+
- Social Media/Sexting/Cyber Grade 7+
- Power Point: Relationships, consent, abuse, assault, bystander effect Gr 7+ (see bottom of this tab!)
- Northern Health: Printable Puberty Guide #1 -Grade 4-7 with assessment
- Growing Up OK! Printable Puberty Guide #2 Gr 4-8 smaller guide with summaries
- PHE Canada: Printable Puberty Guide #3 Gr 5,6,7
- Puberty Powerpoint Gr 4-8 (see bottom of this tab)
- Puberty lesson modeled by an trained sexual health educator
- Mental Health Resource Centre (Drugs, Substance Use, Lesson Plans)
- Kelty Mental Health Resource Centre (Substance Use)
- iMinds (Drugs and Gambling)
- Canadian Paediatric Society Marijuana
- Managing Stress for Kids
- Kids Health Health Information Grades K-12
- Gender Unicorn Poster (interactive)
- Body Safety, Feelings and Emotions, Early Warning Signs Posters
- Feelings for Kids Poster
- Positive Words for Kids Poster
- Kids Did You Know..? Poster
- Myths About Body Safety Poster
- Jobs (gender equality) Poster
- 10 Body Safety Rules Poster
- Anatomy Images (Penis, Vulva, Clitoris, Testicles)
- Gender and Orientation Galaxy Posters and Activities
- Sex vs. Gender Poster
- Boundaries, Healthy Relationships, Getting Help etc
- Never-Never Rules: Safety Poster
- Stand up to bullying poster
- Girls vs Boys Venn Diagram Poster
- Phrases to Build Resilience in Kids Poster
- Cannabis Information Poster (see bottom of tab)
- Cannabis on the Developing Brain Poster (see bottom of tab)
- Amaze: Health animations -Gr 4+ (Use the ‘Educator’ section to see discussion questions and lesson plans)
- Body Safety Rules Cartoon 14 minutes K-3
- Body Safety Cartoon 15 min Gr 4+
- 86 short mental health videos (Stanley Kutcher)
- Meningitis Video 4 min
- Grade 7+ Skills Videos: communication, consent, conflict, assertiveness
- Pornography affect on developing brains videos
Online Certifications for Youth
- Red Cross Healthy Relationships – Grade 7
Personal Safety Skills (Kids in the Know) Printable Posters
- Friendship Ages 9-11
- Safe Adults vs. Stranger Danger
- How to Respond to Cyberbullying
- Healthy Relationships Ages 11-15
- K-10 – 7 Root Safety Tips
- K-3 How to Call 911
- K – About Me Activity
- 4 Places to Be Safe
- Common Lures
- Home Alone Safety Tips – Grades 5 & 6
- Babysitting Safety Tips
- Grades K-1 Buddy System Lesson & Activities
- K- If Asked to Go and Your Parents Don’t Know Poem
Kids in the Know Activities
- Grade 1 – Keep vs. Speak Secrets Activity
- Grade 1/2 Online story book, safe or unsafe activity
- Grade 3 – Assertiveness Skills
- Grades 3 & 4 – Zoe & Molly Comics, Lesson, Online Games for Students
- Grades 3 & 4 – Safety Rock Student Work Booklet
- Grade 4 – Online Safety Scenarios
- Grade 5/6 Four lessons to go with ‘Strong Smart and Safe’ student workbook
- Grades 5 & 6 – Strong, Smart and Safe Student Work Book
- Grade 5 – What If…Scenarios
- Grade 5 – If Asked to Share…Scenarios
- Grade 6 – Assertiveness Skills
- QUICK TIPS TO CREATE INCLUSIVE ENVIRONMENTS (with gender and orientation in mind)
When teaching about BODY PARTS use phrases like:
- “This body has a penis”…. “this body has a vulva” (not this is a girl’s body and this is a boy’s body)
- “Some bodies” look like this (not, all girls look like this…)
When teaching about PUBERTY
Acknowledge that the reproductive system in a body that has a vulva is different than a body that has a penis. What body parts you have will determine the changes that happen to your body during puberty. For a trans person they may take hormone blockers or take certain hormones which will allow their changes to reflect that of their gender identity. We often describe these as puberty that happens to girls bodies and puberty that happens to boys bodies, but can say ‘puberty changes for bodies that have ovaries/testicles’ etc.
When teaching about FAMILIES
- Some families (not assuming all families are the same…)
- Caregivers (not assuming always Mom and Dad)
- Your safe adult (not assuming always a Mom and Dad)
When teaching about sexual decision making
When teaching about ways to lower risks of STIs and pregnancy, do not only give examples of vaginal sex: penis-vagina. All types of sex carry some risk, not everyone will have every type of sex in their lives. It’s important to know the risks of oral, vaginal, anal sex and know how to lower risk for each.
WAYS TO BE INCLUSIVE (What SOGI 123 DOES encourage)
- Being honest with children in public school from the start that we have all different kinds of people in our communities, including families with two moms, or two dads, and that’s just fine.
- Also being honest with kids about the fact that gender isn’t determined by anyone or anything but ourselves. It’s a deep, internal sense of being male or female, or some some neither, or some identify as both!
- Explaining that what body parts you have doesn’t dictate how you must act, what clothes you wear, colours you like, toys you play with, or even which bathroom you use. Sometimes this takes some extra reminding because of what children are told elsewhere, and because gender stereotypes and policing of gender are pervasive in our society.
- Helping everyone to understand that what matters in the bathroom is safe, appropriate, and respectful behaviour, not what body parts you have.
- Talking to children about the fact that some people know in their hearts and minds that they are a boy even though they have female body parts, or vice versa, and that’s just fine too.
- Describing how what body parts we have does mean that our bodies may develop differently as we grow into adults, but what’s important is that this doesn’t determine our actions/choices, abilities, or rights.
- Introducing the fact that some people are born with body parts that don’t look like typical male parts or typical female parts (intersex), but they’re just as healthy and human as everyone else. What someone has for private parts is private!
- Ensuring that we all respect that, in general, what body parts someone has is none of anyone else’s business, and really shouldn’t matter anyway. Everyone is welcome in our public schools as long as they are respectful and accepting of all the diversity that exists there.
- Making as much diversity visible as possible in lessons, materials, examples you give in lessons etc. including LGBTQ2SI+ people.
- Respecting peoples’ pronouns.
- Setting Up GROUND RULES
Standard Ground Rules – Kindergarten to Grade 10 Language can adapted for older grades
This is ‘Body Science!’ Learning about the body is fun and it helps us:
- Learn how to care for our own bodies
- Understand our body belongs to us and our rights
- Helps us get along with other people and not cause harm to anyone else
- Teaches us how to get out of unsafe situations and who to go to for help
Be private: no using other people’s names, or personal stories. We only talk about our bodies with people we trust, and trusted adults. This information is only appropriate for your age group and older: do not share with younger kids at lunch who may not be ready for it.
Giggly wigglies: sometimes bodies are funny. If you have to laugh…follow the 3 second rule, take a deep breath and look at the ground until you can join the group again.
Use scientific terms and words: slang is ok, but always use scientific word as well. Teaching students proper terms is a sexual abuse prevention strategy and teaches a universal language of health.
“Interesting”: doctors never say things are gross, or say “ewww”. Instead they say “interesting…” it’s a good word to use when we don’t know what to say!
No personal questions. This rule saves a lot of embarrassing moments. It’s ok for students and teachers to not answer personal questions.
All other questions are ok: if a student is asking it, it means they have already been exposed to some sort of information. Take this opportunity to answer, in a timely fashion, in an age appropriate way, with the facts. Always come back to ‘safety’ in your answer to refocus the group.
- Personal Safety and Sexual Health Poster for Educators
- Diverse Abilities/Skills for Life Lessons
Leeds: Puberty and Sexuality Download Resource
- Child Development Stages by Age
Child Development by Age
- Spotting Abuse or Neglect
- Responding to Problem Sexual Behaviour in School Aged Children
See this detailed Provincial Resource which includes what is normal, and what is concerning, what to do, and how to respond.
For local support or intervention, contact NARSF
- Inclusion Policy, SOGI Procedure Info for Educators, Gender Support Plan for Schools, Resources for Trans People and Their Families
Our District follows the direction of the Provincial Ministry of Education. We aim to ensure schools are safe, caring and inclusive of all its students, and are free from discrimination regardless of one’s orientation or gender identity (to meet BC Human Rights Code). See our district Inclusion Policy and SOGI Procedure which are posted on the District Site www.sd68.bc.ca or here on this site
SOGI Education.org is supported by the BC Confederation of Parent Advisory Councils, and the Ministry of Education. This resource provides tools for educators and schools so they can ensure inclusive environments and help honour the diversity which exists in our communities and all of our schools. Here is the link to the:
Parent site for SOGI Education: https://www.sogieducation.org/parents
If you have further inquiries or concerns you can direct parents to:
Bob Esliger, Assistant Superintendent
Nanaimo Ladysmith Public Schools
For resources, or support, contact our District Social Justice Advocate, Carlo Pavan
How to talk to trans youth and their families
- Letters Home to Parents and Setting Up 'Alternative Delivery'
If parents prefer to address sensitive material related to sexuality and reproduction in the Physical and Health Education curriculum outside of the classroom they must follow the Administrative Procedure linked at the bottom. Students may not ‘opt out’ of this content. Alternative delivery does not apply to any other BC curriculum, nor does it apply to creating inclusive environments and honouring diversity.
In the link below you will find the District’s Adminstrative Procedure, a detailed outline of the curriculum, letters to send home to parents, and a request form, in the case of alternative delivery.