This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

It is expected that students will:

• identify and evaluate factors that influence the family's role in developing moral and behavioural standards
• analyse components needed to build and maintain healthy relationships
• evaluate possible effects of an individual's sexual decisions on self, community, and society

To view the prescribed learning outcomes for Personal Development (Family Life Education) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Invite a panel of community members (e.g., parents, counsellors, seniors, clergy) to discuss the role of family in influencing a person's morals and behaviour.
• Ask students to describe ways other than through the family that a student learns about moral behaviour and how these ways support or contradict the family role. Encourage students to write journal entries describing how their own future children will learn about right and wrong.
• Have students compare a variety of fictional families on television and discuss how television (including commercials) might influence standards of behaviour. Discuss strategies for lessening the impact of television and other mass media on behaviour.
• As a class, brainstorm a list of reasons why people might not get along. Have students suggest skills and behaviour that can improve relationships (e.g., empathy, using "I" messages). Then have them suggest strategies to acquire the skills and attributes needed to understand others.
• Ask students to create decision-making trees to compare the implications and consequences of being sexually active to those of practising abstinence.
• Have students brainstorm what they associate with the phrase "sexual responsibility." Discuss factors to consider before becoming sexually involved. Discuss reasons why people have difficulty talking with others about sexual feelings and involvement. Highlight honest and respectful communication as an essential requirement for building and maintaining healthy relationships. Follow up by having students propose strategies (and dialogue) for communicating in situations such as:
  • saying no to sexual involvement
  • discussing whether or not to become sexually active with a boyfriend or girlfriend
  • talking with a boyfriend or girlfriend about using condoms
  • discussing with a same-sex friend concerns about possibly having an STD or facing an unexpected pregnancy
  • informing a partner about an STD diagnosis

• After students have had opportunities to explore factors influencing the family's role in developing moral and behavioural standards, have them select the three most important ideas or concepts they discovered. Have them each state the ideas, along with supporting details, examples, and reasons, in a format of their choice (e.g., outline, web, two-column notes, reflective journal entry). Emphasize that regardless of the form they choose, assessment will be based on the extent to which they are able to:
  • choose three relevant, substantial ideas
  • provide logical and detailed support for each
• When students participate in activities that focus on building and maintaining healthy relationships, look for evidence that they are able to:
  • identify individual qualities and behaviour that help to build healthy relationships
  • recognize how individual traits and behaviour can interact to promote healthy or unhealthy relationships
  • analyse factors that help to sustain and enhance healthy relationships
  • suggest strategies for improving relationships
• After students have participated in activities that focus on responsible sexual decision making, have them reflect on and assess their learning by responding to prompts such as:
  • The thing that stands out in my mind about this activity is __________.
  • Something I had never really thought about before was __________.
  • This activity reinforced some things I already know and believe, including __________.
  • I'd like to learn more about __________. One way I could learn that would be to __________.

• Teenage Father
• B.C. Life Skills
• Abstinence: Deciding to Wait

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