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Are you ready to start your sexual life

Sex can mean different things to different people.


Are You Ready To Start Your Sexual Life

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Congratulations for jumping back into life! Rest assured, the parts still perform the same way they always have, albeit maybe a little bit slower and less acrobatically. This should bring you up to date on the rest. Have fun! Think about what you want to accomplish: Just a casual encounter to get yourself moving again?

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How old am I I'm 24 years old

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Students discuss, illustrate and compare their views and perspectives on being ready for sexual activity. Adolescence is a period of dramatic physical, social and emotional change involving many new feelings and experiences, both positive and negative. Individuals are responsible for the decisions and choices they make regarding their sexual behaviour.

The changes associated with adolescence and puberty result in the ability for humans to reproduce. This strand will develop students' knowledge, understanding and skills to support a positive sense of self, to effectively respond to life events and transitions and to engage in their learning. Effective communication, decision-making and goal-setting skills are integral to this strand as they help to establish and maintain relationships in family, school, peer group and community settings, support healthy and safer behaviours, and enable advocacy.

Students will source and examine a range of health information, products, services and policies, and evaluate their impact on individual and community health and safety. Begin this lesson with a reminder for students to look after themselves and their friends. If students feel uncomfortable about the subject matter, they are welcome to take a break for a drink or bathroom visit.

The quick guide to deciding if you're ready to have sex

Ensure ground rules are established before beginning this activity. Self-esteem and confidence of some students may be an issue during this activity. This will help students with their resilience and emotional wellbeing development. See the Guide: Resilience and life skills for more information. It is possible that a student has been involved in a traumatic experience relating to sexual abuse.

Teachers should know and understand the protective interrupting technique and what, why, when and how it is needed and used before facilitating this activity. It is important that teachers are familiar with the Dealing with disclosures Guide and have a risk management strategy in place. This activity starts with students considering their own values and boundaries around sexual activity and then explores relationships and readiness for sexual intercourse.

Write a range of the following words depending on the class on the whiteboard. People have very different views about what they define as sex. What could be the implications for couples who have different definitions of sex?

Are you ready for sex?

Stress that if someone wants to and agrees to have sexual contact, this may include things such as holding hands, kissing, caressing and other intimate activity, and that it does not have to be sexual intercourse to be pleasurable. For some people, sexual activity may be in a context of love, and for others, in certain situations, it may not. It should, however, always be in a context of trust and respect. Discuss with students the different types of sexual relationships, e. Have students write down an estimate of what percentage of their peer group they think have experienced some form of sexual activity and sexual intercourse.

Present the Teaching Resource: Who is having sex? Refer to the Teaching Resource: Conversation starter as a starting point for discussing whether students are ready or not ready for sex.

Sex – are you ready

The statements provide a starting place for a conversation with a young person if they are considering about whether or not they are ready to begin having sex. This handout is based on the resource: Talk soon. Talk often. In this activity, students discuss what it looks like to be ready for sexual intercourse. These open and honest discussions about readiness and being prepared will assist students to make their own informed decisions about sexual intercourse.

On the first sheet, students draw a T-chartillustrating, labelling and describing the qualities and features of an adolescent who is prepared and ready for making the choices related to having sexual intercourse. What does this young person feel like and sound like?

It is suggested that the teacher model the T-Chart for the adolescent who is prepared. Feels like Sounds like On the second sheet, students independently complete the T-chart for an adolescent who is not prepared and not ready for making the choices related to having sexual intercourse. Students share and compare their T-charts in small groups or in pairs. Promote discussion about common features, realism of concepts, accuracy, etc.

You and your partner have been sexually active for a few months now. You are not enjoying it as much as you thought you would.

What do you do? Identify the most common indicators of readiness and highlight the most frequently used vocabulary to describe feelings. Consider that sounds can also indicate consent. External related resources.

Editorial sources and fact-checking

The practical guide to love, sex and relationships. Topic 7: Sexual and reproductive health. Topic 1 - Introducing Love, Sex and Relationships.

Topic 2 - Love, etc. Topic 3 - Sexual diversity. Topic 4 — The truth about desire. Topic 5 — When is the right time?

Ready vs not ready (for sexual activity)

Topic 6 — Comfort zones. Topic 7 — Communication.

Topic 8 — Consent and the law. Topic 9 — STIs — getting tested. Topic 10 — Can you get pregnant from…. Ready vs not ready for sexual activity Return. Time to complete Ready vs not ready for sexual activity : 50 minutes. Year level: 9 Description Students discuss, illustrate and compare their views and perspectives on being ready for sexual activity. Key understandings Adolescence is a period of dramatic physical, social and emotional change involving many new feelings and experiences, both positive and negative. Sexual feelings are a usual part of adolescent change. Sexual activity has physical, social, emotional and legal implications.

People have different attitudes, values and beliefs towards sex and sexuality. Australian curriculum. General capabilities No General Capabilities values have been selected. Health and physical education P Personal, social and community health.

Before you get started Begin this lesson with a reminder for students to look after themselves and their friends. Which behaviours were there disagreement about? Was it hard to classify these behaviours?

Get ready for sex again

If yes, why? Was it easy for the group to come to a shared decision for each behaviour? What would be a good definition of sex? Have students brainstorm in small groups responses to the following questions: How does somebody know they are ready for a relationship? How does somebody know they are ready for sex?

Provide each student with two blank A4 sheets of paper. For example: Feels like Incorporate social and emotional elements using thought bubbles and feelings vocabulary. Consider the influence that alcohol and other drugs may have upon choices made. Ask: How would you discuss contraception options with your partner? Factors that contribute to positive sexual experiences Ethical relationships and ethical sex Topic 6 — Comfort zones Different ideals about what a sexual experience should be Pressures and options Topic 7 — Communication verbal and no-verbal consent in sex checking in with your partner Topic 8 — Consent and the law Real-life scenarios for problem solving and decision-making Sexual assault Consent Rights and responsibilities Topic 9 — STIs — getting tested social issues and attitudes towards relationships and STIs managing sexual health how to access services Topic 10 — Can you get pregnant from… conception revision contraception choices, facts and stats real-life scenarios.