MALE AND FEMALE

Curriculum for Excellence

Links to health and wellbeing outcomes for Relationships, Sexual Health and
Parenthood

I recognise that we have similarities and differences but are all unique.
HWB 0-47a HWB 1-47a

I understand my own body's uniqueness, my developing sexuality, and that of

others.
HWB 3-47a HWB 4-47a

I am aware of my growing body and I am learning the correct names for its
different parts and how they work.
HWB 0-47b HWB 1-47b

I know that popular culture, the media and peer pressure can influence how I
feel about myself and the impact this may have on my actions.
HWB 3-46b HWB 4-46b

Introduction
These lesson plans range from students identifying themselves as Male and
Female, to more complex issues of gender stereotypes, media portrayal and
body image.
To meet the Health and Wellbeing targets they should be taught in
conjunction with a range of other topics, including Our Bodies, Growing Up,
Masturbation, Erections and Wet Dreams and Menstruation.

MY GENDER
You will need coloured stickers.
(Card, safety pins, sticky tape etc for Badges)
 Ask all the girls to put up their hands/ sign etc. (Some children may not
know this and will have to be told which gender they are.)
 Give all the girls a yellow sticker (for example) with Female written on
it.
 Do the same with the boys, giving them a different coloured sticker with
‘Male’ on it.
 Repeat the exercise; ‘All the Females, put up your hand/ stamp your
feet/ ring a bell/ stand behind me/ blow a whistle…’’ etc
 Make permanent badges for students in the Male or Female colour,
with their names on or a picture they like.
MALE AND FEMALE
You will need pictures/photographs of men, women, boys and girls
 Look at pictures/photos of men and women/ boys and girls (from
resources, or from magazines). (Student on the Autistic spectrum may
need photographs, possibly of people they know- could take photos of
staff and classmates)
 Ask a student to pick a photo of someone of the same sex and say
‘Yes Thomas, this is a photo of a man. Like you. You are a man. You
are Male’
 Put all the Male pictures and Female pictures together.
 Repeat the exercise, asking students to choose someone of a different
sex.
 Discuss how the group knows Male from Female?
 Discuss body shape, clothes, hairstyle etc.
 Make a collage of Male and Female pictures.

Resources
Pictures of men and women are available from;
o Picture Yourself CD- Male and Female
o I Have The Right to Know book- picture cards

HYGIENE PRODUCTS
You will need a box of products for students to explore. For example
deodorant, toothbrush, razor, sanitary towel, lipstick, condom, shampoo,
perfume, aftershave, bubble bath, hand cream etc
 Look at the products
 Ask students- which are Male? Female? Or both? (e.g women may
shave)
 Which part of the body is this product used on? (recap on Parts Of The
Body)
 To do what? (reminder of Body Fluids etc)
 Include sanitary wear and condoms alongside other everyday objects.

OTHER MALE/FEMALE ACTIVITIES

 Musical Toilet Signs. When music stops , stand under the correct Toilet
sign (signs should be identical to ones in school)
 Clothes Box- hold up a range of clothes, including underwear. Identify if
a man, or woman, or both can wear it (and re-cap on which parts of the
body it covers)
 Sensory Sounds- play voices of men/ women (talking books, radio –
talking and music, speaking clock etc)
BABY TO ADULT- BODY CHANGES
You will need pictures of naked people (drawings)
 Look at pictures of naked Babies- one boy, one girl.
 Which one is which? How do they know? (good introduction to sexual
differences)
 Now look at Growing Up pictures- boy and man, girl and woman.
 What are the differences?

Resources
o Pictures of babies- Picture Yourself set 1 card 25
o Pictures of child to adult- Relationships, Sexual Health and
Parenthood Resource for Young People with Autism Spectrum
Disorder p52,53
http://www.ltscotland.org.uk/resources/r/genericresource_tcm45
87661.asp
o BBC website showing body changes
http://www.bbc.co.uk/science/humanbody/body/interactives/lifec
ycle/teenagers/
o Puberty and Sexuality pack page- child to adult 62,63 and 79-
82
http://www.sexualhealthsheffield.nhs.uk/resources/pubertyandsexu
alitypack.pdf

NAMING FEMALE AND MALE BODY PARTS

You will need 2 body outlines/ Bodyboards or pictures
 Draw round 2 people /use Bodyboards or outlines from resources
 Ask the students to name Body Parts for Male and for Female.
 Draw/stick the Body Parts on.
 Recap on the differences in Male and Female.

Resources
o Bodyboard with Changes at Puberty Pack
o Puberty and Sexuality pack page- child to adult 79-82
http://www.sexualhealthsheffield.nhs.uk/resources/pubertyandsexu
alitypack.pdf
o BBC website also shows some body changes
http://www.bbc.co.uk/science/humanbody/body/interactives/lifecycle/teena
gers/
o Pictures of Male and Female sexual parts- Relationships, Sexual
Health and Parenthood Resource for Young People with Autism
Spectrum Disorder p74,75
http://www.ltscotland.org.uk/resources/r/genericresource_tcm458766
1.asp
o All About US- CD ROM. Understanding boys bodies, understanding
girls bodies
BODY IMAGE- MALE AND FEMALE
You will need a selection of magazines (of film stars, pop stars etc) and
scissors
Or you can supply students with a ready-made set of pictures
 Ask the students to look through the magazines and cut out any
pictures of Men that they like and any pictures of Women that they like
 Put all the pictures of Men in to a pile
 Put all the pictures of Women in to a pile.
 Now make a ‘Male’ and ‘Female’ collage
 Depending on ability, discuss various aspects of the pictures ;
e.g. What do you notice about how they look? (Slim, tanned, athletic, white
teeth etc..)
Are there any pictures of disabled people?
 Can include ethnicity, people with disfigurements, non-conventional
family pictures, same sex images, older people etc
 Stress that these pictures are not like real life, that we all look different
and that is normal and OK

HOMEWORK

o Ask parents to look at different clothes at home, including underwear.

What parts of the body do they cover? Are they male or female clothes,
or both?
o Ask parent to discuss other family members and friends with their son/
daughter. Who are male? Who are female? Who is a boy? Who is a
girl?
o Parent could look at Stereotypes in their own magazines and on the TV

Other useful resources

 Talking Together about Growing Up book (FPA)
 Living and Growing DVD- Girl Talk, Boy Talk
 All About US- CD ROM. Understanding boys bodies,
understanding girls bodies