Topic: Healthy Relationships

Please be reminded that Safe4me is NOT a standalone resource; it is designed as a toolkit to support teachers to deliver information to pupils specific to the Law, Consequences and Personal Safety only.

The resources in this tool-kit are designed to be flexible and adaptable to meet individual needs, suitability and time; adaptable for KS3, KS4 and Post 16, they can be used in one or across multiple lessons.

There is vast range of valuable resources made available by a host of other organisations, providing advice and materials to support work relating to this topic; the link below gives access to a directory of useful resources.

Aims

  1. To develop understanding of what is a healthy respectful friendship
  2. To develop understanding of what is a healthy respectful romantic relationship
  3. To develop understanding of what makes a relationship or friendship ‘unhealthy’
  4. To develop knowledge of how and where to get support

Learning Outcomes

  • Pupil can define different types of relationships
  • Pupil understands what factors make a respectful and healthy relationship
  • Pupil is aware and able to recognise factors that make a relationship ‘unhealthy’
  • Pupil will know of support services available and how to access them

Lesson Resources

Each of the 4 stages aligns with one of the aims and learning outcomes, providing users a flexible and focussed approach to lesson delivery; activity resources and user notes can be accessed via the links below.

Setting the Learning Environment and Welfare

Safe4me recognises the importance of planning and preparing pupils for learning; please read the guidance below prior to using the resources to ensure the best possible learning experience and outcomes for pupils.

Welfare

  • Ensure pupils have been prepared for the topic prior to this lesson.
  • Ensure follow-on work is planned to develop further learning
  • Be mindful of the nature or sensitivity of the subject and AVOID personalising or directing questions at individuals, i.e. ‘Has anyone ever seen/done/been affected by……’
  • Be aware of Safeguarding policy regarding disclosures or concerns for welfare and safety.
  • Reassure pupils that they are not expected to give real life experiences
  • Explain procedure for leaving the class if pupils feel upset or uncomfortable; where/who to go to.
  • Ensure you sign-post pupils to follow-on support; include staff in school and other services recommended in this resource or network directory.
  • Given the nature or sensitivity of the topic, consider pupils who may wish to ask questions, express views or share their experiences in forms other than verbally.
  • Suggestion: site a ‘post box’ in classroom/school.

Ground Rules

  • Introduce topic, explaining the consideration needed when contributing i.e. feelings and values of others
  • Inform pupils of boundaries: what is expected, what won’t be tolerated and any subsequent consequences
  • Explain objectives, process, and the value of exploring the topic and allowing pupils time to prepare themselves for learning
  • Explain value of peer-learning through sharing values, views and knowledge; and the added value of listening if choosing not to contribute verbally.