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At Dunman Secondary School, the following lessons from the Growing Years Programme will be taught in 2018:

Secondary 3
At the end of the lesson, pupils will be able to:
Lessons about Love
(Part 3)
(60 mins)
  • recognise what constitutes responsible dating
  • evaluate if a dating relationship is healthy or unhealthy
  • demonstrate competencies in managing emotions in dating and romantic relationships
Term 1 Week 5
(60 mins)
  • recognise differences in perspectives of dating and romantic relationships
  • evaluate one's readiness for romantic relationships
  • recognise challenges that occur in the context of a relationship
  • examine how our response to emotions can affect relationships positively or negatively
Term 1 Week 6
(60 mins)
  • recognise the different levels of physical intimacy in a relationship
  • know the progressive nature of actions that lead to sexual arousal and intercourse
  • recognise that one may unintentionally invite sexual intimacy through one's verbal and non-verbal behaviour
Term 1 Week 8
(60 mins)
  • evaluate the norms of acceptability for public display of affection
  • recognise how new media has shaped public perception of acceptability of public display of affection
  • identify the strengths and limitations of new media in allowing people to develop serious relationships
  • recognise how new media has influenced relationship building both positively and negatively
  • appreciate the value of face-to-face relationships
Term 1 Week 10
The Real Self
(Part 2)
5 - Part 1
(30 mins)
  • recognise the importance of having healthy self-esteem that is not affected by external influences
  • demonstrate strategies to identify and evaluate sources that contribute towards healthy self-esteem
  • recognise the importance of self-esteem in building friendships Identity and healthy relationships
Term 2 Week 1
5 - Part 2
(30 mins)
Description of the Main Task:
  • Students are to work in groups of 4 or 5.
  • Each group will present the positive and negative messages about self-image received from a chosen source (peers, teachers, families or the media) and share tips on managing the negative messages.
  • Groups can represent their learning through a blog, a poster presentation, an article for a teenage magazine, a role-play, a letter of response from Aunt Agony, a pamphlet or other preferred modes.
  • At the end of all the presentations, students are to assess and reflect upon their own learning using a reflection form.
Term 2 Week 1