The statutory guidance (DfE, 2019a) states that students need to understand the roles and responsibilities of parents with respect to raising children and the characteristics of successful parenting. These may include:
providing food, clothing and adequate shelter for their children;
nurturing the development of positive character virtues;
safeguarding their children from emotional/psychological, physical or sexual abuse and neglect;
ensuring access to education.
CRITICAL QUESTIONS
Are there any other characteristics of successful parenting that you think are important but are not identified on the above list?
How do perceptions of successful parenting vary across cultures and societies?
To what extent does parenting shape the development of young people’s characters?
Why do you think the government wants students to learn about the characteristics of successful parenting?
EVALUATING RELATIONSHIPS
It is important that young people can determine whether a relationship within the family is safe or unsafe and to be able to recognise this in other people’s relationships. It is also important that students know how to seek help if they feel that a relationship is unsafe and that they know how to report any concerns they have about other people’s relationships.
CRITICAL QUESTIONS
What are the characteristics of a safe relationship?
What are the characteristics of an unsafe relationship?
Is it right to intervene in someone’s relationship if you have concerns about it?
CASE STUDY
FAMILIES AND OTHER RELATIONSHIPS
YEAR 8, PSHE
The following sequence of lessons is designed to support a Year 8 unit of work which focuses on families.
Lesson 1
In this lesson the students will learn about the importance of stable relationships and they will understand how a stable relationship contributes to well-being.
Provide the students with statements on cards about the characteristics of different relationships. Ask them to sort them into ‘stable relationships’ or ‘unstable relationships’.
Statements
–You are jealous of your partner.
–You both love each other.
–You both trust each other.
–You jointly make decisions with your partner.
–You hide things from your partner.
–You have secrets which you do not tell your partner.
–You both respect each other.
–You both treat each other with kindness.
–You both believe in sexual fidelity.
–You and your partner have shared interests.
–You and your partner have different interests.
–You don’t trust each other.
–You don’t like your partner doing things without you.
–You don’t like spending time with your partner.
Collect feedback from the students and summarise on a concept map the characteristics of committed and stable relationships.
Discuss sexual fidelity. How important is it to a stable relationship? Explain that some people are in stable relationships but also have sexual relationships with other people. These are called ‘open relationships’ and providing that both partners are in agreement with this then they can still enjoy a stable relationship with each other.
Discuss the importance of shared interests in relationships. However, emphasise that partners can have different interests and still enjoy a stable relationship.
Give the students some case studies of different types of relationships. Ask them to work in pairs to decide if the relationship is stable or unstable.
Discuss each of the case studies with the class and invite the students to give their opinions.
Lesson 2
In this lesson the students will learn about different types of healthy relationships.
Introduce the students to a variety of relationship types, including same-sex relationships, marriage, co-habiting, relationships within the family, foster parents, adoptive parents, single parents, friends and acquaintances.
Provide the students with a brief description of different types of relationships and ask them to identify what type of relationship is being described.
Explain that regardless of the type of relationship, healthy relationships share common characteristics. Ask the students to identify these.
Give the students descriptions on cards of healthy and unhealthy relationships using short scenarios (not just intimate relationships). Ask them to sort them into ‘healthy’ and ‘unhealthy’ relationships. Ensure that the scenarios cover the full spectrum of relationships.
Go through the activity as a class and provide students with feedback.
Lesson 3
In this lesson the students will learn about marriage and the legal rights and protections that are associated with it. Students will learn about acceptable and unacceptable behaviour within marriage.
