Students in Grade 8 receive approximately 300 minutes of instruction divided over four 75-minute lessons. Information is presented using a combination of class discussion, scientific diagrams, written information, interactive activities, and short video clips. If a student misses any lessons or parents/caregivers have opted to deliver the content through alternative means, please see the Parent Information Letter and the At-Home Learning Document linked below.
Grade 8 Parent Information Letter
Grade 8 At-Home Learning Document
Lesson 1:
Unhealthy vs. healthy relationships: Students learn that dating relationships are differentiated from other types of relationships by the level of intimacy they have. Acknowledgement and description of different sexual orientations are outlined. Students then participate in a class discussion surrounding a number of dating-related questions and topics to do with sexual relationships (example: how to say no to pressure and what are some non-sexual ways to show affection). Instructors describe that all relationships can be healthy or unhealthy. This part of the lesson identifies the qualities a person might be looking for in a partner that would promote a healthy relationship. Healthy traits emphasized are: trust, good communication, respect, equality, independence, respect for boundaries, compromise, and non-violence. Students are given information on how to recognize red flags that indicate a relationship may be unhealthy. Red flags might include: being overly jealous or controlling; isolating the person from friends, family or hobbies; always being blamed by your partner for problems that come up; manipulation; guilt trips; physical violence; constant criticism; being overly sexual; and being rude to you and/or others.
Information is given on where to seek help if a person is in an abusive or unhealthy relationship. Students are encouraged to speak to a trusted adult. Other resources provided include 9-1-1 in case of emergency, Youth Against Violence Line, Elizabeth Fry Society, and the Kids Help Phone.
Students are encouraged to bring home their worksheet on partner qualities to discuss with parents/caregivers.
Lesson 2:
Online safety: Students activate prior knowledge from the grade 7 online safety lesson. Students then participate in a class discussion surrounding the positive, negative, and risky aspects of using online platforms. The risks of creating, viewing, or sending sexually explicit material are discussed. Students view a video about a teen who experienced sextortion and learn about common tactics employed by predators. Cybertip.ca, needhelpnow.ca, and the Civil Resolution Tribunal are provided as helpful resources. Students learn some refusal strategies that may help them to get out of uncomfortable situations.
Sexual decision making: Statistics from McCreary’s Adolescent Youth Health Survey about a range of topics including sexual behaviors are shared with students. Across grade 7 to 12 (all teens), 16% of teens report having engaged in sexual behaviors, meaning the majority of teens are not sexually active. This information is shared with the intention of dispelling the myth that most adolescent students are sexually active.
The complicated nature of sexual decision making is then discussed and includes: waiting for the right partner, considering possible outcomes, how sexual activity aligns with personal values, and what types of things a person would want to know and feel ahead of a sexual relationship. Lesson goals reinforce that postponing sex allows a relationship to strengthen and helps to ensure that the decision for sex is being made for the right reasons at a time that is right for those involved.
Lesson 3:
Sexually transmitted infections (STIs) and prevention: How a person acquires an STI is discussed (involves two people, one partner already has an STI, and a mode of transmission such as intercourse). Methods of transmission are discussed (genital to genital touch, hand to genital touch, oral sex, and vaginal and anal intercourse). Modes of transmission are mentioned to help students understand ALL the possible ways STIs can be passed between people. This includes intimate skin touching skin (genitals, anus, and mouth) and through the passing of body fluids from one person to another.
Students gather information from station posters around the room on a number of topics (curable STIs, incurable STIs, how to avoid getting an infection, testing, how to speak to a doctor or partner about STIs, statistics, and barriers including condoms/dams). Knowledge is then tested using a review game at the end of class.
This class focuses on how to prevent STIs and centers on knowing your own and your partner's limits, communicating with partners, getting tested, having vaccines up to date, and using barriers. The SHEP teacher demonstrates application of external condoms, internal condoms, and dental dams to the class.
Lesson 4:
Sexual consent: Students discuss what they already know about consent. Students sort consent scenarios into whether they think it is consensual or not. Class discussion follows about how to seek consent verbally, what consent would look like using body language, and what does not count as consent:
- Silence/disinterest = NO
- Consent given while under the influence of alcohol/drugs = NO
- Unlawful age gaps between two partners = NO
- A hesitant yes = NO
- Having intimate interactions with a person in a position of trust or power = NO
- Changing mind and communicating that verbally or nonverbally = NO
Canadian Centre for Child Protection activity books are sent home with information about boundaries, consent, age of consent, and the law.
Anonymous questions: Students ask questions about topics they are still unclear about or curious about. Students do not need to ask questions but can make a comment instead. The teacher uses their professional experience to answer questions in an age-appropriate manner from a health and safety based perspective. Students are encouraged to continue these conversations at home with caregivers.