| CODE | EDV5306 | ||||||||||||||||
| TITLE | Sexuality and Relationship Education: Building Confident and Competent Educators | ||||||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||||||
| MQF LEVEL | 7 | ||||||||||||||||
| ECTS CREDITS | 5 | ||||||||||||||||
| DEPARTMENT | Education Studies | ||||||||||||||||
| DESCRIPTION | This study-unit aims to blend theoretical knowledge with practical skills, encouraging a holistic approach to sexuality and relationships education, wellbeing, and emotional literacy. Student teachers will receive training about different areas related to Sexuality and Relationships Education and have the opportunities to reflect and discuss about different issues related to this theme, with the aim of encouraging personal growth and professional development. The aim of the study-unit is that of improving students鈥� ability to communicate effectively about sensitive and often stigmatized topics, so as to foster a more inclusive and supportive environment in schools. The study-unit also aims to equip students with practical tools and strategies to promote sexual health, emotional literacy, and wellbeing among diverse school populations. Study-Unit Aims: 1. Develop Comprehensive Understanding: - To provide student teachers with an in-depth understanding of the complex interplay between sexuality and relationships, wellbeing, and emotional literacy. 2. Promote Personal and Professional Growth: - To foster an environment which facilitates the enhancement of both personal and professional competencies, enabling student teachers to adeptly navigate and address multifaceted issues pertaining to sexuality and relationships and emotional wellbeing across different school sectors. 3. Enhance Communication Skills: - To improve students teachers鈥� ability to communicate effectively about sensitive and often stigmatized topics, fostering a more inclusive and supportive environment in different school sectors. 4. Equip with Practical Tools: - To equip student teachers with practical tools and strategies to promote sexual health, emotional literacy, and wellbeing in different school sectors. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Define 鈥榓bstinence-only鈥�, 鈥榗omprehensive鈥� and SRE models of education and describe the differences; - Distinguish between 鈥榟ealthy鈥� and 鈥榰nhealthy鈥� relationships; - Define and demonstrate awareness about masturbation, pornography, STIs , contraception and online sexual relationships.Demonstrate an awareness of different sexual orientations; - Demonstrate a clear understanding of their own personal values, attitudes and beliefs on various aspects related to SRE and EL; - Demonstrate understanding of Emotional Intelligence (EI) and Emotional Literacy (EL), and the differences between them; - Demonstrate and discuss the concept of empathy and it鈥檚 importance in sexuality and relationships lessons. 2. Skills: By the end of the study-unit the student will be able to: - Demonstrate an understanding of how one鈥檚 sexuality in all its aspects and facets is influenced and shaped to a significant extent by different environmental factors; - Apply their critical appreciation of different theories of sexuality to the pedagogy/ies of PSCD; - Apply their understanding of the complexity and fluidity of the various sexual orientations to the pedagogy/ies of PSCD; - Create different educational activities and initiatives through which students could reflect upon the beauty of healthy relationships that enrich human lives, and the negative consequences of abusive relationships; - Use their understanding of several SRE-related issues to become more empathic with the students鈥� real struggles and concerns in their different psycho-sexual developmental stages; - Demonstrate that they could create the appropriate learning environment which allows students to feel safe to express their personal opinions, thoughts and experiences; - Demonstrate how to integrate emotional literacy in the classroom. Main Text/s and any supplementary readings: Main Texts: - Taverner, W. J. (Ed.). (2023). Sex Education Research: A Look Between the Sheets. Taylor & Francis. - Seiler-Ramadas, R., Grabovac, I., Winkler, R., & Dorner, T. E. (2021). Applying emotional literacy in comprehensive sex education for young people. American Journal of Sexuality Education, 16(4), 480-500. - Bailey, J. M., Vasey, P. L., Diamond, L. M., Breedlove, S. M., Vilain, E., & Epprecht, M. (2016). Sexual orientation, controversy, and science. Psychological Science in the Public Interest, 17, 45-101. - Anderson, R. M. (2013). Positive sexuality and its impact on overall well-being. Bundesgesundheitsblatt Gesundheitsforschung Gesundheitsschutz, 56(2), 208-214. - Anderson, R. M. (2013). Positive sexuality and its impact on overall well-being. Bundesgesundheitsblatt Gesundheitsforschung Gesundheitsschutz, 56(2), 208-214. - Camilleri, S., Caruana, A., Falzon, R., & Muscat, M. (2012). The Promotion of Emotional LIteracy through PSD - The Maltese Experience. In Pastoral care in education: An international journal of personal, social and emotional development, 30(1), pp. 19-37. - Preston, S. J. (2009). Professional development of teachers in England-The impact of postgraduate accreditation in well-being, social and emotional literacy (Doctoral dissertation, University of York). - Braeken, D., & Cardinal, M. (2008). Comprehensive sexuality education as a means of promoting sexual health. International Journal of Sexual Health, 20(1-2), 50-62. Supplementary Readings: - Mul猫 Stagno, M. D. (2020). European values and policy in sexuality and relationships education in the Maltese context (Master鈥檚 dissertation). - Camilleri, C. (2019). Parents鈥� and teachers鈥� perspectives on sexuality and relationships in education in PSCD secondary schools (Master鈥檚 dissertation). - Agius, J. B. (2009). Students' perceptions on the emotional support given by non-pastoral care subject teachers. Non-published Masters thesis. Malta: University of Malta. - Falzon, R. & Muscat, M. (2008). Does the PSD processing experience facilitate moving on to counselling? Study presented as a power point presented during the 2008 IAC 2008 Conference. Dolmen Resort Hotel Qawra Malta.Gardner, Howard (1993), Multiple Intelligences: The Theory in Practice. Basic Books. - Dyrda, B. & Przybylska, I. (2005). Creative and emotionally intelligent teacher - the teacher of the future. In M. Persson, (Ed.) Learning for the future: Dimensions of the new role of the teacher (pp. 69-83). Karstland: EU Socrates Programme. |
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| STUDY-UNIT TYPE | Lecture | ||||||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Stephen Camilleri Simone Galea (Co-ord.) |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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