Year 10 PDHPE - Unit 1 EWorkbook

Year 10 PDHPE - Unit 1 eWorkbook
Key
You may see the following icons throughout this workbook. Here's what they mean:
Information and communication

Self-managed skills
technology capability
Interpersonal skills Intercultural understanding
Movement skills Literacy
Aboriginal and Torres Strait Islander

Numeracy
histories and cultures
Asia and Australia’s engagement with Asia Personal and social capability
Sustainability Civics and citizenship
Critical and creative thinking Difference and diversity
Ethical understanding Work and enterprise
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Licensed for Masada College for 2022 1

Glossary
Word Meaning
Account Account for: state reasons for, report on. Give an account of: narrate a
series of events or transactions.
Analyse Identify components and the relationship between them; draw out and
relate implications.
Apply Put into operation or practice use.
Assess Make a judgement of value, quality, outcomes, results or size.
Compare Show how things are similar or different.
Conclude Arrive at a judgment or opinion by discussion and reasoning.
Construct Bring together ideas or arguments to form or build a concept.
Contrast Show how things are different or opposite.
Critically analyse Add a degree or level of accuracy depth, knowledge and understanding,
/ Evaluate logic, questioning, reflection and quality to (analysis/evaluation).
Decide Come to a resolution after choices and considerations have been made.
Define State or describe the meaning of.
Demonstrate Show by example.
Describe Provide characteristics and features.
Determine Ascertain or decide based on calculation or research.
Discuss Identify issues and provide points for and/or against.
Distinguish Recognise or note/indicate as being distinct or different from; to note

differences between.
Evaluate Make a judgement based on criteria; determine the value of.
Examine Inspect or analyse to better understand meaning.
Explain Relate cause and effect; make the relationships between things
evident; provide why and/or how.
Forecast Predict or estimate based on known or expected observations.
Hypothesise Provide an explanation based on observations or experiments.
Interpret Explain and understand meaning or significance.
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Word Meaning
Investigate Study or research to discover facts and information.
Judge Form an opinion or conclusion.
Justify Support an argument or conclusion.
Outline Sketch in general terms; indicate the main features of.
Predict Suggest what may happen based on available information.
Prioritise Determine importance and arrange in order.
Propose Put forward (for example a point of view, idea, argument, suggestion)
for consideration or action.
Recommend Provide reasons in favour.
Summarise Provide a brief statement of main points.
Grammar guide
Word Meaning
Adjective A word, which describes a noun.
Adverb The part of speech that modifies a verb, adjective, or other adverb.
Antonym A word that has the opposite meaning to another word.
Noun A word that can be used to refer to a person, place or thing.
Synonym A word that has the same or nearly the same meaning as another.
Verb A word that gives the action, or asserts something in a sentence.
Frequently misspelt words

absence desperate occurrence
accomplish embarrass receive
apparent immediate recommend
beginning independent schedule
conscious judgment separate
definite miscellaneous success

Punctuation guide
Symbol Name Use(s)
. Full stop To mark the end of a sentence.
To indicate abbreviated words.
: Colon To indicate a list or summary is to follow.
; Semi-colon To separate two sentences that are closely linked.
, Comma To separate information so it is readable.

To split longer sentences.
To separate items in a list.
? Question mark Used at the end of a sentence which is a question.
' Apostrophe Used within shortened versions of a word - an

apostrophe shows something has been left out.
To indicate ownership/possession (if ownership is
by an individual, the apostrophe appears before
the s e.g. student’s, if more than one owner, the
apostrophe appears after the s e.g. students’).
- Hyphen To link two or more words.
( ) Parenthesis Also referred to as brackets - used to include

nonessential material or as an in-text reference.
! Exclamation mark Used at the end of a sentence to indicate surprise

or alarm or anger.
" " Quotation marks Used when integrating direct quotations into writing.
CAPITAL LETTERS Names of specific persons, places and things

should begin with a capital letter.
The first word of every sentence should be capitalised.
The beginning of direct speech should be capitalised.
Tense Points of view

Present tense: is happening now. First person: written from the
For example laughing and dancing. ‘I’ viewpoint.
Past tense: has already happened. Second person: written from the
For example laughed and danced. ‘you’ viewpoint, usually the language
Future tense: is going to happen. of advertisements.
For example, will laugh and will dance. Third person: written in past tense, from
only one perspective, about other people.
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Talking
sexual health

Activity
Vocabulary list
Key terms from this unit are listed in the table below. Complete the activity by:
providing a definition for each term
correctly using the term in a sentence.
Term Definition Sentence using the term

Harassment Behaviour that target other with
the intention of causing distress
Hormones Chemical secreted by various

organs that regulate growth
Oestrogen Promote the development and

maintenance of female
Abstinence Refraining from engaging in

something of sexual activity
Contraceptives Methods of preventing pregnancy
Responsibilities Duties or actions that one is

obligated to complete
Support individuals or groups that give

networks moral, psychological assitance
Sexuality Sexual feelings, thoughts

attraction and behaviour
Abusive violent, offensive or cruel

behaviour
Consequences A result that comes from a

particular behaviour
Consent Granting permission or

agreement
Testosterone A hormone that promote causes

sexual changes in man
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Activity
Learning grid
This grid of activities aims to provide you with a variety of learning experiences.
Your teacher will instruct you on how they would like you to complete these tasks.
You might be asked to:
complete all activities independently by the end of the unit or
choose some of the activities to accumulate a certain amount of points
(different activities are worth different points) or
complete certain tasks your teacher selects for you.
Remembering Understanding Applying

1 point each 2 points each 3 points each
Recall the process Describe what is meant Examine the dangers
of conception. by the term ‘natural of sexting.
family planning’.
List five behaviours Describe how an individual Develop a quiz that
that could contribute to might transmit chlamydia. addresses common myths
safer sex. about sexually transmitted
infections.
Define the term Summarise the side‑effects Examine the side effects of
‘emergency contraception’. of five different sexually genital herpes.
transmitted infections.
List a range of sexually Predict the impact for both Examine the role
transmitted infections partners of an unplanned oestrogen and
common in Australia. teenage pregnancy. testosterone play in the
human body.
Total Total Total

Learning grid … continued
Analysing Evaluating Creating

4 points each 5 points each 6 points each
Analyse the pros and cons Assess how sexting can be Create a poem focusing
of using a condom instead damaging to an individual. on the dangers of unsafe
of the contraceptive pill to Research current laws in sexual behaviour.
avoid pregnancy. place to protect individuals
who send naked photos of
themselves. Do you think
enough is being done?
Distinguish between Research three different Create a pamphlet on
diaphragms and religions and their outlook the signs and symptoms
intrauterine devices (IUDs). on sexual health. Evaluate of gonorrhoea.
the similarities and
the differences.
Summarise the most Evaluate a campaign Create a school policy to
important information to urging young people prevent sexting and protect
help someone affected to take care of their those affected by it.
by human papillomavirus sexual health.
(HPV).
Total Total Total
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ICT tasks
In this unit of work, you will have the opportunity to use technologies to further your
health literacy. Your learning experiences will involve:
Critical inquiry
Research the sexualisation of females in the media. Present your findings in an
interactive blog post.
Research the pros and cons of various types of contraception. Present your findings to
the class.
Research the incidence of teen pregnancy and compare statistics between Australia and
two other countries.
Collaborating
Working with a partner, research the incidence of sexual abuse in Australia.
Record your findings.
Presenting
Research the incidence of date rape in Australia and create a flyer using ICT software to
be displayed in public places of drinking that provides tips for how to prevent date rape.
Creating
Create a podcast detailing how to prepare for a baby.
Create a health promotion campaign to address one STI you have identified throughout
this unit.
Create a podcast on sexual abuse and consent. Be very clear about what consent is and
how it can be given or taken away.
Create a true false quiz on the unit of sexual health that will test the class’ knowledge.
Remember to include the answers. Use a quiz builder website and display on the
interactive whiteboard.
Desktop publishing
Create a mind map using mind-mapping software (such as http://bubbl.us) to depict the
various stages of pregnancy and what occurs during each stage.

Relationships
We will form many relationships in our lives, from those with our parents/carers to those
we develop with friends and romantic partners. Individuals have varying feelings and
opinions and contrasting ways of communicating. At one point in time, a relationship will
inevitably experience conflict or misunderstanding. It is crucial to learn how to negotiate
and resolve conflict effectively to ensure a relationship endures adversity.
Although relationships can enhance self-esteem
and self-confidence, they also have the potential
to cause physical and/or mental harm. Power
may be used immorally and various forms
of abuse may occur, which significantly
impact on wellbeing. An individual may
experience physical, sexual, emotional
or financial abuse in a range of
relationships. Individuals may be victim to
family violence, date violence or sexual
harassment in a range of settings. It is
important for individuals to learn how to
‘speak up’ and develop personal safety
strategies to protect themselves from
violence and abuse.
Activity
In your own words, define the following terms as they relate to the topic
of relationships.
Term Definition
Apprehension Doubts, unsure, guilt, the possibility of misfortune.Fearful expectation of
anticipation
Empathy Understand others’ feelings, and thoughts and connect with someone
on an emotional level.
Negotiate
Perpetrator
Tolerate
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Building and maintaining relationships

through communication
Communication is a vital ingredient in building and maintaining healthy relationships.
Communication skills such as active listening, arguing constructively, conflict resolution and
empathy are essential in building caring and positive relationships.
Activity
Explain how the following skills improve communication and can help build caring
and positive relationships.
Skill How it improves communication

Active listening
Active listening involves
non‑verbal communication
skills such as maintaining
eye contact, showing interest
in what is being conveyed
and displaying positive
body language.
Arguing constructively
A important skill that needs
to be learnt in order to
argue a belief without letting
emotions get out of hand. If
this does happen, often an
argument disintegrates into
physical and/or verbal abuse.
Conflict resolution
Conflict resolution can be
performed by remaining alert
and calm, controlling your
emotions and behaviours
and being aware of and
respectful for differences.
Being empathic
An important skill for
young people to develop is
empathy. Being empathic
means that a person is
able to respect the rights,
feelings, beliefs and opinions
of another person.

Case study
Appropriate and respectful relationships
I really looked
I met my first boyfriend when I was 15. He was three years older.
well and was
up to him and thought he was so cool. At first he treated me really
very protective of me, always looking out for me.
s. He was
A few weeks into our relationship, he started to become really jealou
It was like
constantly watching me and would go crazy if I talked to other guys.
it as a sign
he thought I was flirting with every guy I spoke to. At the time, I took
that he really loved me.
thing
As time went on, it was like he owned me and wanted to control every
with them
I did. He didn’t like my friends either and didn’t want me to hang out
ssive, start
anymore. Whenever I tried to argue with him, he’d get really aggre
really close
shouting at me and sometimes he’d grab me really hard, come up
just give in.
and stand over me and shout. Even though I was really upset, I’d
would stay in
Sometimes he would apologise for shouting at me. Other times he
d.
a foul mood – just sit there in silence and sort of smash things aroun
this guy in
Once he was waiting for me after school and he saw me talking to
he pushed me,
my class. He got so angry with me for talking to another guy that
really hard, and slapped me across the face.
them to mind
A few people saw what happened, but my boyfriend just yelled at
all just
their own business. Everyone was too afraid to do anything, so they
turned away.

with him and

Normally I’m a really sociable and happy, but I became really quiet
worrying
hardly ever smiled. I was just so stressed out all the time, constantly
me. I was
what he thought, trying to do what he wanted so he wouldn’t hassle
really nervous around him and scared of setting him off.
sometimes
I thought he really loved me and he wasn’t always so bad to me –
to be,
he was really nice. I thought if I was more like what he wanted me
he would treat me better.
Activity
Work in pairs or small groups to discuss and complete the following tasks.
1. Identify the key components of a healthy, respectful relationship.
2. Identify the warning signs of abusive relationships.

3. Identify the feelings associated with being in an abusive relationship.
4. Explain how being in an abusive relationship affects health.
5. Investigate the support networks available to help people in abusive relationships.

Taking action if a relationship is

not respectful
All relationships can go through rough experiences and have difficult times. Sometimes
relationships don’t work out and end up breaking apart.
It’s important to respect the wishes of each person in the relationship. Going through a
breakdown in relationship can be a very emotional, stressful experience and it’s important
for young people to keep the problem in perspective and look after their own mental and
physical health. They should give themselves time to get back to feeling normal again and
seek support from friends or family.
It is also important that young people are able to recognise when they feel no longer feel
respected in their relationship or are unable to respect their partner. Taking necessary
steps to either deal with the situation and move forward or distance and disengage from a
relationship that is no longer healthy is extremely important.
Activity
1. Create a list of steps individuals can take should they feel they want to leave a
relationship that is no longer respectful.
2. Create a blog post for teen viewers aimed at providing age-relevant information on how
to handle a relationship that is no longer respectful. Include tips and advice, videos or
links to other useful information. Use the space below to plan.

Consent
Consent refers to the provision of approval or acceptance.
It refers to expressing willingness and giving permission.
The age of consent in most states of Australia is 16.
In the context of relationships, consent refers to consensual
sexual activity. Individuals involved in sexual activity need to be
happy and comfortable for any activity to occur – otherwise it
may be considered against the law.
To learn more about consent, watch Tea Consent (Clean) on
YouTube at http://youtu.be/fGoWLWS4-kU
Activity
Recommend a number of ways individuals can say no or make their unwillingness

known to someone else.



Ways to
make your


unwillingness
known



Power in relationships – no means no

Adolescence is a time of significant physical, social and emotional change and sexual
feelings are a normal part of this transition to adulthood. It is so important that young
people to understand their rights and have the skills to make informed decisions regarding
whether to become sexually active. Everyone has the right to make their own decisions,
unaffected by pressure from a partner or peers. Individuals must be confident that the
choices they make are the right choices for them, without the influence of alcohol and
other drugs. Wise choices and assertive skills are the best chances to avoid regret and
maintain safety from physical and sexual violence.
Activity
1. Working with a partner, discuss your opinions and answers to the following questions.
a. Can you say yes to sex and then change your mind? Justify your response.
b. Can you have a successful relationship without having sexual intercourse?
c. When does no mean no? Justify your response.

d. Why do people use the term ‘safer sex’ rather than ‘safe sex’?
2. Research six tips that would help a person assertively say no when they feel pressured
into a situation they are not comfortable with.
3. Saying no doesn’t always come easy and many people find it difficult. How could you
say no in the following risky scenarios? Working with a partner, practise saying no while
the your partner tries to convince you to be involved in each scenario.
a. A boy/girl that likes you wants you to stay the night after their party. You have both been
drinking heavily.
b. You are being pressured by your boyfriend/girlfriend to get drunk at a beach party.
c. Your boyfriend/girlfriend (who has moved interstate) is asking you to send them
revealing photos.

Consent
Sexual consent refers to the full agreement to participate in sexual activities or sexual
intercourse. Everyone has the right to say no to sexual activity. Communicating to a person
to stop or slow down sexual advances can be made through both verbal and physical
signals and/or communication.
An important part of any intimate relationship is both parties involved acknowledging and
understanding consent. Consent involves individuals acknowledging that they agree to
various behaviours in a relationship, and respect for all individuals’ opinions and beliefs.
Case study
Claire’s first romance

when
It was the beginning of Year 10 when I first met Mark. We met online
my first
I was 15, and it wasn’t long before I was in the giddy infatuation of
ook friends
romance. Our initial contact came about because of mutual Faceb
up most
and, although we went to different schools, we were able to meet
chatti ng online
weekends. During the week, we would stay up late most nights
though we
and messaging, and we seemed to have a real connection. Even
Mark
hadn’t had sex, we kissed and cuddled a lot, and on a few occasions
pressured me to send some nude pictures.
the
In the beginning, I found his constant texting really cute, and I loved
ssive,
attention and the fact that someone cared for me. But then an aggre
texts were all
controlling side of Mark’s personality started to surface. His
to texts
about where I was, who I was talking to and why I wasn’t responding
ing.
immediately. He started acting aggressively and accused me of cheat
than one
Sometimes he would threaten to hurt me if I ever left him. On more
occasion I was left with bruising on my arms from his grip.
ed if I
He would often bring up the fact that we hadn’t had sex and he believ
and our
made that commitment to him, he would know that I truly loved him
which I am
relationship would get back to normal. I didn't give into his pressure,
but it didn’t
grateful for today. I finally summoned the courage to leave Mark,
about me
end there. He harassed me online for months, spreading rumours
confidence.
amongst our friends and distributing the images I had sent him in
traumatising
I am in Year 12 now, but my experience with my first romance was
again.
and I find it extremely difficult to trust anyone or let my guard down

Questions
1. Many unhealthy, controlling relationships start out well, only to deteriorate over time.
What are some of the warning signs that a person could look for?
2. Outline the potential dangers of sexting.
3. In this relationship, was sexual consent given? Explain your response.

4. Does Claire giving consent to kissing and cuddling mean consent for further
sexual intimacy?
5. What strengths did Claire possess to extract herself from this

dysfunctional relationship?
6. Suggest the skills and strengths Claire could further develop to enable her to
confidently engage in a new relationship without fear of a repeat situation.
7. How has this relationship and being pressured into sexual activity affected
Claire’s wellbeing?
8. How would law enforcement view Mark’s behaviours and what are the potential
consequences for him?

Sexual abuse
Sexual abuse can be defined as actions where a person
is pressured, tricked or forced into sexual activity which
they would not normally consent to or do not consent to.
The behaviours that can be considered sexual abuse include
actions that make a person feel frightened, threatened or
uncomfortable. Examples of sexual abuse include:
incest rape
child sex abuse indecent behaviour.
.
Activity
1. Research current sexual abuse statistics in Australia.
2. Identify a range of services available for victims of sexual abuse.

Sexual harassment
Sexual harassment is behaviour of a sexual nature that is
uninvited and is intimidating, embarrassing and/or offensive.
Although sexual harassment is viewed seriously in our society
and is illegal, it often goes unreported due to perpetrators being
in positions of power. Words and actions that constitute sexual
harassment can range from openly hostile and intimidating
behavior to more subtle, indirect actions.
Examples of sexual harassment include:
Sexually suggestive comments and jokes Displaying sexually explicit images,
Unwelcome requests for sex screensavers, magazines, posters, etc.
Sexually explicit communications, such as Offensive graffiti
texts, social media messages or emails Insults and sexually-based bullying.
Inappropriate touching
Activity
Complete the true false quiz on sexual harassment.

True False
1. If you want to report sexual harassment, you will need a witness
otherwise it is just one person’s word against another’s.
2. It’s not sexual harassment if it is only meant as a joke and the
person is just being overly sensitive.
3. If the person welcomes the sexual behaviours, it is not
sexual harassment.
4. Girls do not sexually harass boys.
5. If girls go out with revealing clothes, they shouldn’t complain when
they experience unwanted sexual comments.
6. Boys are victims of sexual harassment just as often as girls.
7. T
elling sexually explicit stories cannot be deemed as harassment
if they are true.
8. A
person can only complain about sexual harassment in situations
where a reasonable person would have anticipated the action would
humiliate, offend or intimidate.
9. S
chools have a legal responsibility to respond and take appropriate
action against sexual harassment.
10. A
sking for sex cannot be sexual harassment if you respect and
accept their answer.

The #MeToo movement

The #MeToo movement is a movement against sexual harassment and sexual assault.
While the movement has been established for over a decade, it gathered momentum
significantly in 2017 when the public learnt of multiple sexual misconduct allegations
against Harvey Weinstein, a high profile US film producer. Soon after, many other women
found the confidence to make complaints of sexual harassment and assault, often against
people in positions of power.
In Australia, the issue gathered momentum again in 2021 when prominent sexual assault
survivor Grace Tame was named Australian of the Year, and political staffer Brittany
Higgins lodged a sexual assault complaint against a more senior colleague working at the
Australian Parliament House.
Activity
Visit http://au.reachout.com/articles/what-is-sexual-harassment and summarise the

information about the following topics.
How sexual harassment can affect you

Sexual harassment can make you feel anxious, stressed, powerless, angry and afraid. It
can lead to depression and, in severe cases, post-traumatic stress disorder. If you are a
target of sexual harassment, you may start avoiding work and find your self-esteem drops.
What can you do if you are a victim?

1 Self-care and compassion. Victim mentalities are subconsciously adopted as a
way to cope, often from past trauma. ...
2 Start saying no. You can say no to something you don't want to do. ...
3 Educate yourself.
Your options if the sexual harassment continues

1 Get informed.
2 Keep a record. Write a detailed description of the incident(s) including what
happened, where it occurred, when it took place and if there were any witnesses. ...
3 Ask them to stop. ...
4 Address it. ...
5 Contact emergency services. ...
6 Change your school or job.

Gender, sexuality
and discrimination
Discrimination is the unfair treatment of a person based on their personal characteristics.
Examples of discrimination based on gender and sexuality includes treating someone
differently or harassing them because:
they are male or female they have HIV/AIDS
(sex discrimination) (disability discrimination)
of their sexual preferences, such as of their marital status – whether they are
homosexuality or transgender status single, married or in a defacto relationship
(sex discrimination) (marital status discrimination)
they are pregnant or breastfeeding
(sex discrimination)
It is also against the law to discriminate against an individual because of age, race, culture,
disability or because they have carer’s responsibilities.
Activity
Provide real-life examples of discriminatory behaviour that occurs in the

following settings.
In the workplace At school

Physical harassment is one of the most unwanted, unwelcome physical
common types of harassment at work. This contact, such as touching, bumping,
can also come in the form of violence, both grabbing, or patting
physically or to property sexually insulting remarks about
race, gender, ability, or class
bragging about sexual prowess
for others to hear
intimidating hallway behavior,
When a person attempts to When a person tries to rent

gain employment a house or flat
• when rental accommodation is
advertised (e.g. an ad that says that people
of a particular ethnic group cannot apply)
telling insulting jokes about particular racial • when you enquire about the
groups. sending explicit or sexually availability of advertised accommodation
suggestive emails or text messages. (e.g. an agent refuses to show a vacant
displaying racially offensive or pornographic rental property to two unmarried women)
posters or screen savers. making • when you apply for rental
derogatory comments or taunts about

Challenging norms and stereotypes

Challenging gender and sexual stereotypes is all about respecting individuality, freedom
from prejudice and celebrating differences. The traditional idea of what is expected of a
‘typical boy’ or ‘typical girl’ has been challenged by all sectors of our community, including
parents, teachers and the workforce. Attitudes and expectations about employment
opportunities and sexual orientation have been debated and challenged in public forums
and significant change has occurred across the world in recent years.
Activity
Using the following examples, research and analyse how changing norms, stereotypes
and expectations influence the way young people think, behave and act in relation to their
own and others’ health, safety, wellbeing and sexuality.
The public debate and subsequent High profile professional sportspeople and
legislation of marriage equality for LGBTI celebrities who have publicly ‘come out’
people in 2017. about their sexuality.
The rise in popularity of television shows Inspirational people, leading full and
with main characters of different sexual rewarding lives with disability, such as
orientation, such as Modern Family, Kurt Fearnley and Nick Vujicic.
Grey's Anatomy and Grace and Frankie.
The public debate and subsequent legislation of marriage equality for LGBTI people in
2017.
The rise in popularity of television shows with main characters of different sexual
orientation, such as Modern Family, Grey's Anatomy and Grace and Frankie.
High profile professional sportspeople and celebrities who have publicly ‘come out’ about
their sexuality.
Inspirational people, leading full and rewarding lives with disability, such as Kurt Fearnley
and Nick Vujicic.
The LGBT community (also known as the LGBTQ+ community, GLBT community, gay
community, or queer community) is a loosely defined grouping of lesbian, gay, bisexual,
transgender, and other queer individuals united by a common culture and social
movements.

Sexual choices and

their consequences
Influences on sexuality
The choices that teenagers make about sexual activities can impact on their overall
wellbeing. The decisions teenagers make – about relationships, participating in sexual
activities and abstaining from sex – are influenced by numerous factors. Understanding the
influences of these factors can allow individuals to make positive and responsible choices.
Activity
Describe how the following factors influence young people’s values and beliefs
about sexual behaviour.
Parents and family Culture and religion

Social scientists have long been interested
in how cultural and structural characteristics
shape individuals’ actions. We investigate
In sum, the offspring of parents who are this relationship by examining how macro-
supportive or watchful of their adolescent's and micro-level religious effects shape
behavior have a lower likelihood of sexual individuals’ reports of premarital and
activity and risky sexual practices. The extramarital sex. We look at how identifying
potential additive influence of both with one of the major world religions—
monitoring (knowing) and support (caring) Islam, Hinduism, Christianity, Buddhism, or
has not previously been examined with Judaism—and living in a nation with a
regard to sexual behaviors. Muslim culture shape the likelihood of sex
outside of marriage.
Friends and peers The media

The authors have found that sexual The few available studies suggest that the
behavior is one of the many areas in which media do have an impact because the
teens are influenced by their best friends media keep sexual behavior on public and
and peers. Teens are more likely to have personal agendas, media portrayals
sex if their best friends and peers are older, reinforce a relatively consistent set of
use alcohol or drugs, or engage in other sexual and relationship norms, and the
negative behaviour. media rarely depict sexually responsible
models.

Contraception
Participating in safe sex refers to avoiding the exchange of semen, blood and other bodily
fluids during sexual contact. This reduces the risk of unplanned pregnancy and contracting
sexually transmitted infections (STIs). Contraception is one of the most common ways
to prevent pregnancy and STIs. It refers to that action that a person will take in order to
ensure safe sex by taking responsibility.
There are a number of contraceptive choices available in Australia. These include physical
barriers and devices, hormonal methods (oral, implant and injectable), sterilisation and
emergency methods. The method you choose will depend on a range of factors.
Choosing a contraceptive method to use should involve communication with the other
partner, collection of accurate information from reliable sources and an evaluation of
general health status. Decisions will also be affected by the type of relationship, values,
morals and the convenience and availability of contraception choice.
It is important to realise that not all
contraceptive methods provide protection
against STIs. Condoms can be
used in conjunction with other
contraceptive methods to
reduce the risk of infection.
It is important to assess
the pros and cons of each
method and consider how
they meet the needs of
the individual.

Activity
Provide a description of the following contraceptive methods.

Abstinence
The few available studies suggest that the media do have an impact because the media
keep sexual behavior on public and personal agendas, media portrayals reinforce a
relatively consistent set of sexual and relationship norms, and the media rarely depict
sexually responsible models.
Physical barriers and devices

Physical barriers and devices either prevent sperm from reaching an ovum (egg) for
fertilisation or prevent implantation of a fertilised egg. Options include:
Male condom Diaphragm
Female condom Intrauterine device (IUD)
Oral hormone contraceptives

Oral contraceptives provide hormonal contraception for women in the form of a daily pill
that is available by prescription. Hormonal contraceptives are a highly effective (94–99%)
form of contraception, if used correctly. They may produce side effects and don’t protect
against STIs. There are two types of oral contraceptives available in Australia:
Combined pill Mini-pill

Hormonal implants, devices and injectables

Hormonal contraceptives for women are also available as implants, devices and
injectables. They are highly effective if used correctly, but may produce side effects and
don’t protect against STIs. Male injectable contraceptives are currently being trialled.
Implanon Depo Provera

A contraceptive implant is inserted under Depo Provera is a hormone used for
the skin on the inside of the arm and offers contraception. It is given by injection and its
a very effective and convenient long-term effects will last for three months at a time.
contraception option. There is only one type
of contraceptive implant available in
Australia, called Implanon NXT.
Sterilisation
A permanent form of contraception requiring surgery by a specialist.
Female sterilisation Male sterilisation

Female sterilisation is a permanent form of A sterilisation is a permanent method of
contraception. It's a surgical procedure to female contraception. It involves blocking
block the fallopian tubes that carry the egg both fallopian tubes (tubes that carry the
to the uterus. egg from your ovary to your womb and
sperm to the egg).
Emergency contraception
Sometimes it’s necessary to prevent pregnancy after sex rather than before; for example
when a pill is forgotten, a condom breaks or in the case of rape. Emergency contraception
is a hormonal method of contraception that prevents or delays ovulation in that cycle or
stops a fertilised egg from implanting in the uterus.

Safer sex
According to a report from the Victorian Government, most Australian teenagers
don’t practice safer sex. Some of the commonly reported reasons for not using a
condom include:
Knowing their partner’s sexual history Don’t like condoms (30.5% of males and
(35.2%) 16.5% of females)
Trust in their partner (33.3%) Partner doesn’t like condoms (24.6% of
Having unplanned sex (33.1%). males and 15.3% of females).
Yet 75% of young people believe that most or all young people around the same age who
are sexually active use condoms.
Activity
1. Suggest reasons why young people would engage in unprotected sex.
2. Download the Safe Sex. No Regrets. health promotion brochure available at

www.health.nsw.gov.au/sexualhealth/Pages/safe-sex-no-regrets-brochure.aspx and
summarise the information about how to negotiate safe sex and why it is important.
3. What is meant by the term ‘sexual regret’? What are the implications for a young
person’s health and reputation?

Cloze passage activity
Conception
Select from the word bank below to complete the passage.
Word bank
sperm uterus implantation chromosomes
ovaries fallopian tube hormone egg
Prior to conception, an is released from one of the

and begins to travel down the . At the
moment of conception, a cell enters and fertilises the egg, which is
then sealed off to exclude all other sperm.
When the egg is fertilised, the genes or from each parent combine
to create a cell. This cell then starts to divide, becoming a collection of cells.
The cells continue to divide and grow, moving down the fallopian tube until they reach
the (or womb) between three and seven days later. Once in the
uterus, they implant in the lining of the uterus.
As a result of the changes following conception, the lining of the

uterus has already become thicker and has an increased blood supply in preparation for
. The process of implantation usually takes about one week.

Teenage pregnancy
The rate of teenage pregnancies in Australia has declined significantly over the past few
decades and has been stable in recent years. Only 5% of children are now born to women
aged 19 years and under.
Estimates vary, but it is believed that around one in four sexually active teenage women
may become pregnant by mistake. About half of these unwanted pregnancies are
terminated. One in six women aged 20 to 29, who are asked about pregnancy, will have
experienced a pregnancy as a teenager.
Some pregnant teenagers are so shocked and frightened that they try to cope by ignoring
or denying the pregnancy. This can mean that they miss the safest window of opportunity
for abortion or don’t receive proper antenatal care. Research indicates that sex education
and access to effective contraception is essential in preventing unplanned pregnancy
in the teenage population. Teenage women generally encounter more problems during
pregnancy and childbirth than older women.
Activity
Identify reasons for the higher complication rate for teenage women
during pregnancy.

The social stigma of being a single parent no longer exists in most parts of the Australian
community and the availability of welfare means that parenting is a viable option. Many
teenagers believe looking after a baby will be the happiest time of their lives. This is true
for some, but keeping the child may have unforeseen consequences, such as:
reduced education and increased risk of mental
employment opportunities health issues
alienation from family increased risk of child
and friends abuse and neglect
poverty the child is more likely
the child may not receive to become a teenage
adequate guidance due to parent themselves
parental life inexperience
Support services
There are many support organisations that can be helpful for pregnant women and
teenagers. These provide a whole range of services and can be accessed on telephone,
online or face to face.
Activity
Research the organisations in the table below for the support services they provide.
Organisation Support services

Birthline
www.birthline.org.au
Pregnancy Help Australia

www.pregnancysupport.com.au
Pregnancy, Birth and Baby

www.pregnancybirthbaby.org.au
Sexual Health and

Family Planning ACT
www.shfpact.org.au

Sexually transmitted
infections (STIs)
STIs are infections that are passed on through skin‑to‑skin contact and the exchange of
infected body fluids. They are commonly spread during sexual contact and intercourse.
There are three different types of STIs – bacteria, virus and parasites.
STIs can sometimes go unnoticed, as there may be no signs and symptoms of the
infection. If they are left untreated, they can have serious effects on physical and sexual
health and can cause infertility. STI tests are available from a doctor or health clinic and
should be used for anyone who has had unprotected sex. Most infections are easily
treated when diagnosed.
Common examples of STIs are.
genital herpes syphilis hepatitis B pelvic inflammatory
chlamydia gonorrhoea HIV disease
The most common sexually transmissible infection in Australia is chlamydia. In 2017,
there were an estimated 255,228 new chlamydia infections in people aged 15–29 years.
Almost three quarters of infections in young people remain undiagnosed and untreated.
The Australian Bureau of Statistics report that the incidence of STIs in the Australian
population is increasing, although the reasons are unclear. Reasons could be that the
safer sex message is losing impact or that greater awareness is leading to increased
testing, notification and treatment.
To learn more about STIs, watch Sex Education 5 – Sexually Transmitted Infections (STIs)
on YouTube at http://youtu.be/pKU2VVTiqAM.

HIV and other STIs in Australia

The number of newly diagnosed cases of HIV in Australia has declined by 7% over the
past five years, following a steady increase since 1999.
There were 28,364 diagnoses of gonorrhoea and 4,398 diagnoses of infectious syphilis
in 2017, with the vast majority of diagnoses for both infections in males.
There has been a marked reduction in diagnoses of genital warts in younger age groups,
due to the introduction of a human papillomavirus vaccination program in 2007.
Over the past five years (2013–2017), the notification rate of infectious syphilis increased
135% from 7.8 per 100,000 in 2013 to 18.3 per 100,000 in 2017.
Source: HIV, viral hepatitis and sexually transmissible infections in Australia: Annual surveillance report 2018
(http://kirby.unsw.edu.au/report-type/annual-surveillance-report)
Activity
Research HIV and STIs and answer the following questions.

1. Where can you get support if you are concerned about STIs?
项爱玲是世界上最好的⼈。没有反驳，好的就这么决定了！
哈哈哈哈你在⼲什么
2. How can you best protect yourself against STIs?
3. What would you consider ethical behaviour for a person who believes that they may
have an STI?

4. Suggest reasons why three quarters of chlamydia infections in young people remain
undiagnosed and untreated.
5. Describe the risks associated with casual contact with a person who is HIV positive.
6. Explain the difference between HIV and AIDS.
7. Is the trend for notification of HIV in Australia increasing, decreasing or stable?
8. Outline the precautions a first aider should take to protect themselves against
blood‑borne viruses.

Activity
Working in small groups, research the following STIs and report your findings to the class.
Include symptoms, how the STI is transmitted and treatment options:
Chlamydia Genital warts Syphilis
Herpes Gonorrhoea HIV
Chlamydia
Herpes
Genital warts

Gonorrhoea
Syphilis
HIV

Access to health services

Access to quality healthcare services in an appropriate time frame is critical for the health,
safety and wellbeing of all Australians. Despite the best intentions of governments and
health providers, the affordable and practical access to health services still remains a
challenge for some sections of the community.
Activity
1. Working in small groups, brainstorm and record why access to sexual health support
services may be more difficult for marginalised individuals and groups, such as:
lesbian, gay, bisexual, transgender and people from culturally and linguistically
intersex people (LGBTI) diverse (CALD) backgrounds
people in rural and remote areas people with disability.

2. Propose changes to promote greater inclusiveness and accessibility to support services

for all members of the community, including those groups described in question 1.
3. Research factors that influence young people’s access to health information, products
and services. Suggest actions that could address issues of inequitable access for
young people.

Revision
1. Describe the type of symptoms which would indicate a sexually transmitted infection.
2. Explain how discrimination can affect a person.
3. List the ways that HIV can be transmitted.
4. List the factors that influence a young person’s values and beliefs surrounding
sexual behaviour.
5. Describe what is meant by the term ‘safer sex’ and explain why it is not called
‘safe sex’.

6. What are the health implications for victims of abusive relationships?
7. Suggest advice for someone who is experiencing a lack of respect in a relationship.
8. Why is assertive behaviour essential in dealing with conflict in sexual relationships?
9. Explain your understanding of sexual consent.
10.What is the difference between HIV and AIDS?

TIP: Use the comment or mark-up function of your PDF viewer to complete Questions 1 & 2. i
Literacy activity
1. Everyone needs equal and respectful relationships.

There are three spelling mistakes in the following sentence. Circle the mistakes
and provide the correct spelling.
New relationships should have ground rules and bounderies so that both people feel
safe and are able to exprress their thoughts, beliefs and opinoins.
2. Your relationships will continue to change throughout your life.

Indicate where full stops and commas should be in the following sentence.
There is one full stop and two commas missing.
The emotional changes that occur abruptly and rapidly during puberty as well as the
desire for increased independence can often cause difficulties in relationships with
parents and siblings
3. The qualities you look for in an ideal partner will vary according to your values and
beliefs. Which of the following words is not needed in the sentence?
What you can believe to be an ideal partner may be totally different to your classmates.
you can may your
4. Communication is a vital ingredient in building and maintaining healthy relationships.

Which of the following sentences uses the correct grammar?
Communication skill such as active listening conflict resolution and empathy is
essential in building positive relationships.
Communication skills such as active listening, conflict resolution, empathy are
essential in building positive relationship.
Communication skills, such as active listening, conflict resolution and empathy, are
essential in building positive relationships.
Communication skills, such as active listening and conflict resolution and empathy
is essential in building positive relationships.
5. Examples of sexual harassment include inappropriate touching, sexually suggestive

comments and sexually explicit texts.
Which of the following sentences is punctuated correctly.
Sexual harassment is behaviour of a sexual nature that is uninvited and is
intimidating, embarrassing and/or offensive?
intimidating, embarrassing and/or offensive.
intimidating embarrassing and/or offensive.
Sexual harassment is behaviour of a sexual nature that is uninvited, and is
intimidating, embarrassing, and/or offensive.

Literacy activity
Spelling list
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Glossary of terms
As you work through this unit, write a definition for the words from your
spelling list.
Term Definition
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Additional notes

Additional notes

Additional notes

Student feedback report

Your feedback helps teachers monitor your learning experiences, to plan for future
lessons and make them as meaningful, relevant and rewarding as possible…
1. What did you learn during this unit?
2. Were there any issues relating to this topic that were not covered that you believe
should have been?
3. List three things you enjoyed the most and least about this unit.
a. d.
b. e.
c. f.
4. Did you have the opportunity to discuss issues about this topic in class?
5. Did you think the workload was fair?
6. Did you find the content covered in class to be relevant to your age group?
7. How would you rate your knowledge of this topic?

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Information and communication

Interpersonal skills Intercultural understanding

Movement skills Literacy

Aboriginal and Torres Strait Islander

Sustainability Civics and citizenship

Critical and creative thinking Difference and diversity

Ethical understanding Work and enterprise

Licensed for Masada College for 2022 1

Apply Put into operation or practice use.

Assess Make a judgement of value, quality, outcomes, results or size.

Compare Show how things are similar or different.

Conclude Arrive at a judgment or opinion by discussion and reasoning.

Construct Bring together ideas or arguments to form or build a concept.

Contrast Show how things are different or opposite.

Define State or describe the meaning of.

Demonstrate Show by example.

Describe Provide characteristics and features.

Determine Ascertain or decide based on calculation or research.

Discuss Identify issues and provide points for and/or against.

Distinguish Recognise or note/indicate as being distinct or different from; to note

Evaluate Make a judgement based on criteria; determine the value of.

Examine Inspect or analyse to better understand meaning.

Forecast Predict or estimate based on known or expected observations.

Hypothesise Provide an explanation based on observations or experiments.

Interpret Explain and understand meaning or significance.

2 Licensed for 2022

Judge Form an opinion or conclusion.

Justify Support an argument or conclusion.

Outline Sketch in general terms; indicate the main features of.

Predict Suggest what may happen based on available information.

Prioritise Determine importance and arrange in order.

Recommend Provide reasons in favour.

Summarise Provide a brief statement of main points.

Antonym A word that has the opposite meaning to another word.

Noun A word that can be used to refer to a person, place or thing.

Verb A word that gives the action, or asserts something in a sentence.

Frequently misspelt words

Licensed for Masada College for 2022 3

: Colon To indicate a list or summary is to follow.

; Semi-colon To separate two sentences that are closely linked.

, Comma To separate information so it is readable.

? Question mark Used at the end of a sentence which is a question.

' Apostrophe Used within shortened versions of a word - an

- Hyphen To link two or more words.

( ) Parenthesis Also referred to as brackets - used to include

! Exclamation mark Used at the end of a sentence to indicate surprise

CAPITAL LETTERS Names of specific persons, places and things

Tense Points of view

4 Licensed for 2022

Licensed for Masada College for 2022 5

Term Definition Sentence using the term

Hormones Chemical secreted by various

Oestrogen Promote the development and

Abstinence Refraining from engaging in

Contraceptives Methods of preventing pregnancy

Responsibilities Duties or actions that one is

Support individuals or groups that give

: Colon To indicate a list or summary is to follow.

; Semi-colon To separate two sentences that are closely linked.

, Comma To separate information so it is readable.

? Question mark Used at the end of a sentence which is a question.

' Apostrophe Used within shortened versions of a word - an

- Hyphen To link two or more words.

( ) Parenthesis Also referred to as brackets - used to include

! Exclamation mark Used at the end of a sentence to indicate surprise

CAPITAL LETTERS Names of specific persons, places and things

Learning grid … continued