BC Education - CAPP: Appendix D

Sample 2: Grade 9

Topic: Responsible Sexual Decision Making

Prescribed Learning Outcomes:

Personal Development (Healthy Living)

It is expected that students will:

analyse lifestyle factors that affect health

demonstrate a knowledge of key lifestyle practices associated with the prevention of HIV/AIDS, sexually transmitted diseases, and other communicable diseases

Personal Development (Family Life Education)

It is expected that students will:

relate family values and traditions to beliefs and behaviour standards
identify and evaluate factors that influence responsible sexual decision making

Overview

The teacher created a four-to-six-hour unit on responsible sexual decision making by clustering learning outcomes from the Healthy Living and Family Life suborganizers. The unit included class, individual, and co-operative group activities. Evaluation was based on:

notes and written responses to questions about pregnancy, HIV/AIDS, other STDs, and preventing pregnancy
individual analysis of a sexually related decision, using a decision-making model
fictitious case studies developed by students that used decision-making models

Planning for Assessment and Evaluation

Guest Speaker

The teacher provided a class chart with the headings Communicable Diseases, STDs, HIV/AIDS, and Pregnancy. In small groups, students brainstormed what they already knew about these topics (Know) and developed questions to find out more about what interested them (Want to Know). They contributed their information and questions to the class chart.

The class reviewed the questions for duplications and relevance, and identified those that had already been answered. The teacher provided copies of the remaining questions to each student.

A health professional made a presentation to the class concerning the unanswered questions. She played "Jeopardy" and used the game to answer students' questions. She also provided pre-approved print information and identified resources available in the community.

Students used the list of questions and the answers provided by the nurse educator to create individual notes under the headings Communicable Diseases, STDs, HIV/AIDS, and Pregnancy. The teacher emphasized the importance of recording accurate and detailed information.

Individual Analysis of a Decision

The teacher explained that the next few classes would focus on responsible decision making and how it applies to areas such as sexual activity.
The class began by reviewing decision-making models, including the following:
- Identify the problem.
- List alternative solutions.
- Weigh the alternatives and predict outcomes for each.
- Choose and use the best alternative.
- Evaluate the choice.
Students brainstormed a list of all the factors a person might consider when making an important decision (e.g., personal values, family values, personal or family expectations, religious beliefs). To summarize and personalize this information, each student completed an individual Factors Inventory. The teacher emphasized the importance of considering these individual and family factors when making significant decisions.
Students each identified and analysed an important decision that was personally relevant (e.g., a career or educational choice; whether to take a part-time job; whether to continue in a particular relationship or leisure activity; a major purchase) using the decision-making model they had studied. The teacher pointed out that students' analyses could be based on real or fictional situations (although they should be realistic). Some students chose to analyse an actual decision they had made; others created fictional situations. The teacher asked that each analysis include:
- the steps of the decision-making model used by the student
- an outline of the personal and family values and beliefs that affected the decision
- a list of other factors that affected the decision (e.g., peer pressure, emotions)
- personal reflection or follow-up: "This turned out to be a (good/satisfactory/poor) decision in this situation because. . . ."

Case Study

The class discussed how personal and family values affect decisions about sexual activity. Abstinence was presented and discussed as a positive, healthy, and safe decision for today's young people. Students also reviewed the information they had learned about pregnancy, HIV/AIDS, and other STDs.
The class considered examples of how the decision-making model, combined with personal and family values, could promote responsible sexual decision making.
The teacher asked each student to develop a brief case study of responsible decision making in which a fictitious individual faces a sexual decision. In the case study, each student was asked to follow the decision-making model, indicate how personal and family values and beliefs and other factors supported the decision, and evaluate the decision and its consequences.

Defining Criteria

The teacher and students together agreed upon criteria for the parts of the unit.

Information in Notes (Guest Speaker) For each topic requested, the information is:

detailed
accurate
relevant

Individual Analysis of a Decision

To what extent does the student's analysis:

include all information requested
present the information in a logical order
demonstrate an insight into the issues

Case Study

To what extent does the student's case study:

include all information requested
present the information in a logical order
demonstrate an insight into the issues

Assessing and Evaluating Student Performance

The teacher and students used one rating scale to evaluate all work in this unit.

Responsible Sexual Decision Making Unit Assessment
Rating

Assignment and Criteria Self Teacher

Information Notes

To what extent does the student provide detailed, accurate, and relevant information for each of the following topics:

STDs
HIV/AIDS
pregnancy

Individual Analysis of a Decision

To what extent does the student provide a thorough, logical, and insightful analysis that:

identifies and applies the steps of the decision-making model
outlines relevant personal and family values and beliefs
includes a list of other factors that affected the decision
describes the positive and negative consequences of the decision
evaluates the decision, providing reasons and examples
(if appropriate) suggests how the decision making could have been improved

Case Study

To what extent does the student provide a thorough, logical, and insightful analysis that:

describes a situation involving responsible sexual decision making
outlines relevant personal and family values and beliefs
identifies the risk factors involved and the level of potential risk
includes a list of other factors that affected the decision
identifies and applies the steps of the decision-making model
describes the positive and negative consequences of the decision
evaluates the decision, providing reasons and examples
(if appropriate) suggests how the decision making could have been improved

Responsible Sexual Decision Making Unit Assessment
	Rating
Assignment and Criteria	Self	Teacher
Information Notes To what extent does the student provide detailed, accurate, and relevant information for each of the following topics: STDs HIV/AIDS pregnancy
Individual Analysis of a Decision To what extent does the student provide a thorough, logical, and insightful analysis that: identifies and applies the steps of the decision-making model outlines relevant personal and family values and beliefs includes a list of other factors that affected the decision describes the positive and negative consequences of the decision evaluates the decision, providing reasons and examples (if appropriate) suggests how the decision making could have been improved
Case Study To what extent does the student provide a thorough, logical, and insightful analysis that: describes a situation involving responsible sexual decision making outlines relevant personal and family values and beliefs identifies the risk factors involved and the level of potential risk includes a list of other factors that affected the decision identifies and applies the steps of the decision-making model describes the positive and negative consequences of the decision evaluates the decision, providing reasons and examples (if appropriate) suggests how the decision making could have been improved

Key

4 - Outstanding. Met all the criteria and surpassed the expectations.
3 - Good. Met all the criteria and expectations.
2 - Satisfactory. Met most of the criteria.
1 - Partial. Met some criteria.
0 - Unsatisfactory. Most of the criteria were not met.

Revised: January 25, 1999

BC Ministry of Education Home Page