WORTH THE WAIT - LEARNING EXPERIENCES

A Study Guide for "Worth the Wait" by Jason Stevens: Learning Experiences and Teaching Strategies.

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STAGE 5 PDHPE OUTCOMES:

SKILLS OUTCOMES

COMMUNICATING

Outcome 5.11 -- A student adapts and evaluates communication skills and strategies to justify opinions, ideas and feelings in increasingly complex situations

DECISION-MAKING

Outcome 5.12 -- A student adapts and applies decision-making processes and justifies their choices in increasingly demanding contexts

INTERACTING

Outcome 5.13 -- A student adapts roles and responsibilities that enhance group cohesion and the achievement of personal and group objectives

PLANNING

Outcome 5.15 -- A student devises, justifies and implements plans that reflect a capacity to prioritise, think creatively and use resources effectively

PROBLEM SOLVING

Outcome 5.16 -- A student predicts potential problems and develops, justifies and evaluates solutions

KNOWLEDGE AND UNDERSTANDING OUTCOMES

Strand 1- Self and Relationships

• Outcome 5.1 -- A student analyses how they can support their own and others. sense of self
• Outcome 5.2 -- A student evaluates their capacity to reflect on and respond positively to challenges
• Outcome 5.3 -- A student analyses factors that contribute to positive, inclusive and satisfying relationships

Strand 3- Personal and Community Health

• Outcome 5.6 -- A student analyses attitudes, behaviours and consequences related to health issues affecting young people
• Outcome 5.7 -- A student analyses influences on health decision-making and develops strategies to promote health and safe behaviours

VALUES AND ATTITUDES

• Accept the importance of developing a personal value system

SUGGESTED TEACHING STRATEGIES

The following are some suggested activities that teachers can use in conjunction "Worth the Wait". These activities can be used in programs as a means for helping students achieve PDHPE outcomes.

Prior to engaging in any activities, the teacher should encourage the students to participate to a level where they feel comfortable. The classroom environment should be one in which each person's opinions and thoughts are respected and are not judged by others. It is important that students attempt to communicate thoughts, feelings and experiences without involving the names and actions of other people that they know. The teacher must also be sensitive to the fact that the experiences of each individual in the class will vary.

1. VIEW DVD

2. VIEW DVD

3. VALUES CONTINUUM (Outcomes 5.3, 5.6, 5.7, 5.12, 5.16)

Values continuum

Statements:

1. "In general terms, society would say that it is normal to engage in sexual activity before marriage."

Teacher note: Try to include that just because many think its normal, this does not mean that has to shape the student's decisions in relation to sex.

2. "Magazines, television shows, radio programs all express a message to young people that everyone is participating in sexual activity before marriage."

Teacher note: Many shows such as Friends, Secret Life of Us, Sex in the City, various movies depict sex regularly outside the bounds of marriage. Magazines such as Cleo, Girlfriend, Cosmo, are full of tips on sex from positions to how to do it best. This makes it difficult for young people to think of anything other than sex before marriage being normal and without consequence."

3. "Girls that engage in sexual activity are seen differently to boys that engage in sexual activity."
4. "Sex before marriage is ok, as long as you are in love."

Teacher note: Refer to ch. 3 for back round information

5. "Sex will make a relationship stronger."

Teacher note: Refer to pg 42

6. "Alcohol and drugs can affect your ability to stick to your values in relation to sexual activity."

Teacher note: Refer to pg 110

7. "Sex involves only the physical being of a person."

Teacher note: Refer to pg 19

8. "Having sexual urges is normal for girls."
9. "Having sexual urges is normal for boys."

Teacher note: It is important to discuss the fact that individuals are able to control their urges and not succumb to them before the right time of marriage or have others pressuring them to succumb to the urges."

10. "Saying no to sex is saying that you don't really love them."

Teacher note: Refer to pg 49

11. "It is harder to cope with a break-up with someone who you have slept with than if you hadn't."

Teacher note: Refer to 24-25

12. "People should do whatever they like, as long as they're happy and makes them feel good"

Teacher note: There are always consequences

13. "You need to try before you buy"

Teacher note: Refer to pg 28-29

4. INFLUENCES! (Outcomes 5.1, 5.2, 5.3, 5.6, 5.7, 5.11, 5.12, 5.16)

Ask students to construct a mind map of whom or what influences them in the decisions they make in their life as well as their values.

Discuss their answers. Then, more specifically, ask how the media can influence them. What TV shows do young people watch? What are some things in the shows that can influence their behaviours?

Read chapter 1 of .Worth the Wait.. As a writer for a magazine, write a short article on what influenced Jason to begin dating and sexual activity. What were the negative consequences that he experienced by becoming sexually active?

5. THE ROSE (Outcomes 5.6, 5.11)

Read pg. 19 and explain how sex involves more than just the physical side of a person. Illustrate the analogy that the author has used on pg. 20 that explains the giving of ones emotions during sexual activity, or create your own analogy and illustration for the same message.

6. THE DEBATE (Outcomes 5.3, 5.11, 5.13, 5.16)

Debate the topic "Love at first sight is real."

Students list the characteristics of love. Read pg. 39-41. Explain the differences between love, being attracted to someone and lust.

Create a handout of the description of love on pg. 49-50. Students to glue into books

7. RELATIONSHIPS SURVEY (Outcomes 5.3, 5.11, 5.12, 5.16)

"If sex is meant for people who are in love and fully committed to eachother through marriage, then how do I know if I am in love?"

How do you know if you are in love! Read pages 50-51, using the questions provided, create a "Cleo" style survey that gives certain points for the respondents answers. Students may wish to give this survey to a friend or family member who is currently in a relationship.

8. THE DATING GAME (Outcomes 5.7, 5.11, 5.15, 5.16)

Read pages 60-73. Students can create a board game in relation to "The Dating Game". Students can have positive outcomes or rewards included in their games for following the ideas suggested in these pages. For example, you may land on a square that says: "You wanted to tell the person you loved them on the second date, however you refrained". Go ahead two spaces. Negative outcomes could also be a part of the game.

Students may also wish to create an extended role play using scenarios from these pages of the book.

9. ADVICE LINE (Outcomes 5.7, 5.11, 5.15, 5.16)

Read chapter 6. Create a pamphlet or video that is aimed at showing people what they should do in order to be able to wait until marriage, before engaging in sex. Read chapter 7 and include in your pamphlet/video the important aspects of your self image and how important this factor is in determining your behaviours.

10. THE DECISION (Outcomes 5.1, 5.2, 5.3, 5.12)

Making the decision. Now that students have more information from completing the reading and the activities, ask them to work through the decision making process, writing down the issue (to begin having sex before marriage), and then writing all the possible options to this and their positive and negative decisions.

Distribute the "Make a decision" card and invite students to make a commitment to abstain from sex until marriage.