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SAFER Introduction & User Manual
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Module 1: Gender Sensitive Pedagogies (GSP) and Comprehensive Sexuality Education (CSE)
- GSP & CSE Theoretical Background – Key Concepts
- GSP & CSE Theoretical Background – Why is GSP necessary?
- GSP & CSE Theoretical Background – Potential Benefits of GSP
- GSP & CSE Theoretical Background – What does Gender-Sensitive Teaching Look Like?
- GSP & CSE Theoretical Background – Comprehensive Sexuality Education
- GSP & CSE Theoretical Background – The Provision of CSE
- GSP & CSE Theoretical Background – References and Acknowledgements
- GSP & CSE Reflective Quiz
- GSP & CSE Lesson Plans for Teachers/Educators
- GSP & CSE Lesson Plans (8-10 years old)
- GSP & CSE Lesson Plans (11-12 years old)
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Module 2: Life Skills
- Life Skills Theoretical Background – Introducing Life Skills
- Life Skills Theoretical Background – Life Skills Education
- Life Skills Theoretical Background – Building Self-Regulatory Skills
- Life Skills Theoretical Background – Building Self-Regulatory Skills (ii)
- Life Skills Theoretical Background – Growing Self-Awareness
- Life Skills Theoretical Background – Growing Self-Awareness (ii)
- Life Skills Theoretical Background – Developing Social Skills (i)
- Life Skills Theoretical Background – Developing Social Skills (ii)
- Life Skills Theoretical Background – Forming Healthy Relationships
- Life Skills Theoretical Background – Forming Healthy Relationships (ii)
- Life Skills Theoretical Background – References
- Life Skills Reflective Quiz
- Life Skills Lesson Plans (8-10 years old)
- Life Skills Lesson Plans (11-12 years old)
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Module 3: Character Education
- Character Education Theoretical Background – Introduction
- Character Education Theoretical Background – Promoting and Enhancing Values as a Measure to Eliminate Gender Based Violence
- Character Education Theoretical Background – Defining Character Education
- Character Education Theoretical Background – The Importance of Character Education
- Character Education Theoretical Background – Implementing Character Education in Schools
- Character Education Theoretical Background – Teaching Values
- Character Education Theoretical Background – References
- Character Education Reflective Quiz
- Character Education Lesson Plans (8-10 years old)
- Character Education Lesson Plans (11-12 years old)
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Module 4: Resilience
- Resilience Theoretical Background – Overview
- Resilience Theoretical Background – Defining Resilience
- Resilience Theoretical Background – Resilience and Young People’s Well-being
- Resilience Theoretical Background – Resilience in the School Environment
- Resilience Theoretical Background – Strengthening Resilience to Reduce Gender-Based Violence
- Resilience Theoretical Background – Conclusion
- Resilience Theoretical Background – References
- Resilience Reflective Quiz
- Resilience Lesson Plans (8-10 years old)
- Resilience Lesson Plans (11-12 years old)
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Full Handbook
GSP & CSE Theoretical Background – Comprehensive Sexuality Education
What is Comprehensive Sexuality Education?
Comprehensive sexuality education (CSE) is defined as ‘a curriculum-based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality,’ (UNESCO, p.16). The objective of CSE is to equip children with the skills needed to protect their health, understand and realize their human rights, and cultivate respectful social and sexual relationships. More generally, CSE serves to empower young people in making decisions about their relationships and wellbeing (ibid).
CSE combines information from various disciplines in order to realize these aims. Fundamentally, CSE is: based on scientific evidence; is age-appropriate; is comprehensive; is sensitive to the cultural context in which it being delivered; is grounded in gender equality, and takes a human rights-based approach to health (UNESCO, p.17).
Why CSE?
A large body of evidence shows that comprehensive sexuality education helps young people safeguard against sexually transmitted infection, unintended pregnancies and unhealthy sexual relationships (UNESCO, 2015). It also improves young people’s decision-making skills and enhances their self-confidence, enabling them to make informed decisions about multiple aspects of their wellbeing (IPPF, 2016, p.13). CSE has been shown to encourage safe sexual behaviors and increased self-efficacy in decisions related to sexuality and relationships (UNESCO, 2015, p.14).
Given the focus of project SAFER, it is important to outline the significance of CSE in terms of addressing gender inequality. CSE should give young people the opportunity to critically reflect on gender in terms of its impact on our understanding of biology and social norms (UNESCO, 2018, p.17). Young people will consider the way in which gender informs social and sexual relationships, and the power dynamics present therein. The gender-sensitivity aspect of CSE should not be delivered as one section of the curriculum, but should be incorporated throughout (ibid). In this way, CSE dovetails with, and is informed by gender pedagogy, as it inspires critical reflection of gender inequality in terms of its impact on health and wellbeing. In the case of SAFER, particular focus will be given to the relationship between gender and power within relationships, as these are key elements of gender-based violence (EIGE, 2019).