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Secondary 3



Lesson Objectives

At the end of the lesson, students will be able to:






(Part 3)


(60 mins)

·        recognise what constitutes responsible dating

·        evaluate if a dating relationship is healthy or unhealthy

·        demonstrate competencies in managing emotions in dating and romantic relationships

Term 3 W8


(60 mins)

·        recognise differences in perspectives of dating and romantic relationships

·        evaluate one’s readiness for romantic relationships

·        recognise challenges that occur in the context of a relationship

·        examine how our response to emotions can affect relationships positively or negatively

Term 3 W9


(60 mins)

·        recognise the different levels of physical intimacy in a relationship

·        know the progressive nature of actions that lead to sexual arousal and intercourse

·        recognise that one may unintentionally invite sexual intimacy through one’s verbal and non-verbal behaviour

Term 3 W10


(60 mins)

·        evaluate the norms of acceptability for public display of affection

·        recognise how new media has shaped public perception of acceptability of public display of affection

·        identify the strengths and limitations of new media in allowing people to develop serious relationships

·        recognise how new media has influenced relationship building both positively and negatively

·        appreciate the value of face-to-face relationships

Term 4 W2


The Real


(Part 2)

5 – Part 1

(30 mins)

·        recognise the importance of having healthy self-esteem that is not affected by external influences

·        demonstrate strategies to identify and evaluate sources that contribute towards healthy self-esteem

·        recognise the importance of self-esteem in building friendships Identity and healthy relationships


5 – Part 2

(30 mins)

Description of the Main Task:

·        Students are to work in groups of 4 or 5.

·        Each group will present the positive and negative messages about self-image received from a chosen source (peers, teachers, families or the media) and share tips on managing the negative messages.

·        Groups can represent their learning through a blog, a poster presentation, an article for a teenage magazine, a role-play, a letter of response from Aunt Agony, a pamphlet or other preferred modes.

·        At the end of all the presentations, students are to assess and reflect upon their own learning using a reflection form.

Term 4 W2