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Working on your own read through the first three definitions of sexuality, sex and gender.

Note any words or concepts you don’t understand.

Write any questions that you have on the padlet. You can do this underneath each of the concepts by clicking on the little box on the right had side.

Your questions will be anonymous.

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“Sexuality is a central aspect of being human throughout life and encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy and reproduction. Sexuality is experienced and expressed in thoughts, fantasies, desires, beliefs, attitudes, values, behaviours, practices, roles and relationships. While sexuality can include all of these dimensions, not all of them are always experienced or expressed. Sexuality is influenced by the interaction of biological, psychological, social, economic, political, cultural, legal, historical, religious and spiritual factors.” (WHO 2006)

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‘Sex’ refers to the biological processes and attributes that societies use to assign sex categories (e.g. male, female, intersex). These biological attributes include chromosomes, hormones and internal and external physical sexual and reproductive anatomy.

Sex is usually assigned at birth based on observation of genitals. However, your chromosomes, hormones, genes and internal sex organs also contribute to the make-up of your biological sex.

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‘Gender’ refers to how sexed bodies are lived (e.g. as identity, as expression, through social interaction), represented (e.g. in language, media, popular
culture) and regulated (e.g. by socio-cultural norms, such as the stereotypes of ‘masculinity’ and ‘femininity’, and in law).

While the concept gender can include the different ways societies assign chromosomes or body parts to sex categories, it is not synonymous with sex, and does not only refer to gender identity or gender expression. It is a concept that allows for analyses of gender as an organising principle of society (e.g. how gender shapes and is shaped by economic, environmental, political, cultural, legal, historical, religious and spiritual factors). As a concept, it also enables an exploration of how different societies address the intersection of biological, socio-cultural and psychological processes.

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Choose one the three definitions and re-write it for your school community (students / teachers / parents).

Try doing this on a post-it note.

Share these on the padlet.

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Choose on of the CRUSH stories that you think helps illustrate the concept you have chosen.

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The world is made up of all kinds of relationships that shift and change over time. For example, they can be platonic, romantic, spiritual, non-sexual and sexual.

Who we are is defined to a great extent by our relationships with others and the world around us. They can be formed with and between people, communities, deities, place and nature (e.g. caring for pets or the environment). We are all inter-connected and shaped by each other in one way or another.

Interpersonal relationships, that is relationships between people, are formed in the context of social, cultural, technological and other influences (e.g. ecological, historical). They can be made up of two or more people, and range in duration and intensity, from the very brief to life-long commitments. Interpersonal relationships can include a range of consensual and non-consensual associations and bonds between, for example, strangers, peers, friendships,  families/kinship relations, partnerships, civil partnerships and marriage.

Relationships can encompass a range feelings (e.g. affection, attraction, closeness, care, fear, love, obligation, power, powerlessness, respect, trust).

Relationships are formed and experienced across diverse spaces and places (e.g. from playgrounds and places of worship, to schools and social media) that increasingly traverse any simple online/offline divide as digitally networked and enabled relationships proliferate. Relationships are often regulated by law, custom, ritual and mutual agreement, and operate in the
context of shifting, uneven, unequal or abusive power relations.

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Have a go at re-writing a definition of relationships for your school community.

Use a post it note and take a photo and upload it to the padlet using the pink + button.

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Use the instructions in the Relationship Webs DIY activity to make your own relationship web. All the materials you will need are in your box.

When you have finished take a picture of your web and if you are happy to share it, upload it to the padlet using the pink + button.

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Read this short case study to explore how one group of young people used materials from a motorbike salvage yard to create a positive relationships sculpture.