Module Descriptors
DELIVERING SEX AND RELATIONSHIPS EDUCATION IN THE CLASSROOM
XCPD60551
Key Facts
Faculty of Health Sciences
Level 6
30 credits
Hours of Study
Scheduled Learning and Teaching Activities: 36
Independent Study Hours: 264
Total Learning Hours: 300
Assessment
- ASSIGNMENT weighted at 100%
- PRACTICAL NOT IN EXAMINATION CONDITIONS weighted at 0%
Module Details
Module Texts
PSHE Framework for key stages 1 & 2. National Curriculum Handbooks (Primary) QCA 1999. www.teachernet.gov.uk/pshe
The new secondary curriculum. QCA 2007 http://curriculum.qca.org.uk/
Sex and Relationship Education Guidance. DfES 2000. www.dfes.gov.uk/sreguidance
The new secondary curriculum. QCA 2007 http://curriculum.qca.org.uk/
Sex and Relationship Education Guidance. DfES 2000. www.dfes.gov.uk/sreguidance
Module Additional Assessment Details
Summative assessment
Reflective paper - 3,500 words (100%)
Participants will critically reflect on a sex and relationships education session with a group of young people using a recognised model of reflection. addresses learning outcomes 1, 3 and 4
The reflective paper must be passed
Practical (0%) (pass/fail).
Learners will research, design, deliver and evaluate an SRE programme containing not fewer than 4 sessions for a unit of SRE to meet the needs of one year group. addresses LO 2.
This will be assessed by fpa assessors on the final assessment day.
Learners must pass both elements of assessment to gain the accreditation.
Formative feedback:
1. In training skills sharing
2. Presentation from formative assessment. Participants will present information from a report on their workplace assignment and solicit feedback from their colleagues
Reflective paper - 3,500 words (100%)
Participants will critically reflect on a sex and relationships education session with a group of young people using a recognised model of reflection. addresses learning outcomes 1, 3 and 4
The reflective paper must be passed
Practical (0%) (pass/fail).
Learners will research, design, deliver and evaluate an SRE programme containing not fewer than 4 sessions for a unit of SRE to meet the needs of one year group. addresses LO 2.
This will be assessed by fpa assessors on the final assessment day.
Learners must pass both elements of assessment to gain the accreditation.
Formative feedback:
1. In training skills sharing
2. Presentation from formative assessment. Participants will present information from a report on their workplace assignment and solicit feedback from their colleagues
Module Resources
Books/training manuals provided by fpa at the training
Videos/other resources provided by fpa at the training
Videos/other resources provided by fpa at the training
Module Learning Strategies
Contact Hours: (36)
6 hours Information giving (Lecture and Workshop)
12 hours Skills development (Workshop)
6 hours Exploring attitudes and values (Workshop)
6 hours Assessment day (Assessment)
6 hours Study day (Lecture)
Independent Study Hours: (264)
150 hours Workplace assignment preparation and delivery
114 hours Directed reading and report writing
6 hours Information giving (Lecture and Workshop)
12 hours Skills development (Workshop)
6 hours Exploring attitudes and values (Workshop)
6 hours Assessment day (Assessment)
6 hours Study day (Lecture)
Independent Study Hours: (264)
150 hours Workplace assignment preparation and delivery
114 hours Directed reading and report writing
Module Indicative Content
The content can generally be divided into three areas: knowledge, skills and attitudes.
The knowledge elements of the module include government policy and guidance framework for Sex and relationships education (SRE). The module also enables participants to clarify their own role in the provision of SRE in their workplaces. We also look at the group dynamics and the theories of reflection and consider how these relate to group work with young people. The module is set within a reflective framework and students are required to practice the skills of reflection throughout the course work.
The skills element of the module includes work around defining effective outcomes in SRE. The module looks at how to plan, deliver and evaluate SRE programmes and how to use facilitation skills effectively to deliver the programme that has been designed. It also supports the participant in giving them the skills of making effective use of visitors to SRE programmes. It helps them to address sensitive and controversial issues with confidence. The skills of giving and receiving feedback to peers and to young people are looked at.
The attitudes elements of the module include looking at the participants' own values and attitudes and how these might impact on their practice with young people, parents, professionals and others in their workplace.
The knowledge elements of the module include government policy and guidance framework for Sex and relationships education (SRE). The module also enables participants to clarify their own role in the provision of SRE in their workplaces. We also look at the group dynamics and the theories of reflection and consider how these relate to group work with young people. The module is set within a reflective framework and students are required to practice the skills of reflection throughout the course work.
The skills element of the module includes work around defining effective outcomes in SRE. The module looks at how to plan, deliver and evaluate SRE programmes and how to use facilitation skills effectively to deliver the programme that has been designed. It also supports the participant in giving them the skills of making effective use of visitors to SRE programmes. It helps them to address sensitive and controversial issues with confidence. The skills of giving and receiving feedback to peers and to young people are looked at.
The attitudes elements of the module include looking at the participants' own values and attitudes and how these might impact on their practice with young people, parents, professionals and others in their workplace.
Module Special Admissions Requirements
Participants must be working directly with young people in a school setting and therefore able to complete the practical work.