Students in Grade 9 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 9 Parent Information Letter
Grade 9 At-Home Learning Document
Lesson 1:
Healthy relationships: Students have group- and class-discussions on relevant dating topics, such as: what is the perfect first date, how to respectfully break up with a partner, etc.. Students work together in a group to decide what they think are the 10 most important healthy qualities in a dating partner. Students also identify a few qualities they would tolerate, but would not look for in a partner. Student and whole-class discussions lead to rich learning opportunities around the diversity of relationships. Relationship red flags are reviewed (extreme jealousy, possessiveness, isolating from friends/family, overly sexual, rude to others, constant blame, manipulation, belittles you), where to go for help, and guidance on how to get out of an unhealthy relationship safely. Additionally, students are asked to reflect on the qualities they possess that may be beneficial or detrimental to a relationship. An infographic with information about healthy/unhealthy relationships and sexual decision making is handed out.
Lesson 2:
Sexual decision making: The complicated nature of sexual decision making is 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.
Consent laws: The components of good sexual consent are reviewed. Students learn about verbal consent, body language, and online consent with regards to sending/receiving nude images and sextortion. If time permits a short activity on refusal skills is completed.
Lesson 3:
Review of reproductive systems: Structure and function of the reproductive systems are discussed. This includes the variations that can cause a body to be classified as intersex. This section provides a knowledge base for learning about the contraceptive options that follow.
Contraceptive options: Students research birth control options on a Canadian website called “Options for Sexual Health.” It is mentioned that aside from preventing pregnancy, certain people may choose birth control to help with acne and period symptoms like cramps or heavy flow. Contraceptive methods included are: copper IUDs, hormonal IUDs, implants, vaginal rings, birth control pills, skin patches, birth control shots, and internal and external condoms. Information gathered relates to function, efficacy, and potential advantages/disadvantages of use.
Lesson 4:
Condom and barrier applications: Internal condoms, dams, and external condoms are properly demonstrated. Students then have an opportunity, if they choose, to apply a condom to a condom demonstrator. Proper condom application improves efficacy for STI and pregnancy prevention.
Pregnancy and options: Signs of pregnancy, pregnancy tests, and how pregnancy tests work are discussed. Pregnancy options (parenting, adoption, and abortion) are outlined such that students have the tools necessary to make an informed decision in the event of an unintended pregnancy. It is acknowledged that many people have differing values surrounding this topic that may impact their decision making. An atmosphere of acceptance for differing values is encouraged. Resource cards with reliable sources of information are handed out.
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 given resource cards with reliable places to find accurate information about sexual health. Students are encouraged to continue these conversations at home with caregivers.