Editor: Ildikó Lázár
Last edition: March, 2015

This training unit intends to help adults – teachers and parents – to respond to children’s questions about sex with ease. Once the ground rules are established to ensure a safe environment for all participants, a series of experiential activities will encourage small groups of participants to reflect and become aware of their position with regards to comfort and ease in such conversations. Participants will be invited to challenge their positions with respect to this topic and to develop ways of stretching themselves in this area to be able to refrain from avoidance or a dismissive style and deal with children’s questions in an informed, open and honest manner.

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Editor: Pascale MOMPOINT-GAILLARD
Last edition: February, 2015

Brief description
This unit focuses on helping teachers, in various subjects, to address sexuality education by using active, creative, positive, democratic, and learner centred teaching methods and enhance their skills and self-confidence for conducting sex-and-sexuality education with 10 to 15 year olds without prejudice. The group is led to reflect on cross-curricular approaches suitable for the age group. The aim is to give participants ideas and tools so they can adjust to the needs of learners in their teaching. Furthermore the workshop is intended to give participants an opportunity to discuss the topics and issues that they find important to address in sex/sexuality education for learners age 10–15. In relation to this, the focus is on learners’ values, attitudes, skills and knowledge, with attention to risk behaviour. Finally, another focus is about ways to activate parents in the learning process.

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Editor: Pascale MOMPOINT-GAILLARD
Last edition: February, 2015

Brief description
This training unit addresses teachers’ fears to initiate sexuality education with their learners. Though playful games, in a relaxing and cooperative atmosphere, participants engage in the issue, reflecting on language and vocabulary, ethics and emotions, methods and approaches linked to sexuality and get ideas on how to teach the topic. Specifically, teachers will get practical resources about how to do sexual education with children and young people from 3 to 12 years of age and learn about the different topics that can be approached in sexual education: self-development, knowledge of the body, emotional growth, hygiene, gender equality, sexual diversity, prevention of sexual abuse and a critical approach to the new medias' use and its messages.

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Editor: Guðrún Ragnarsdóttir
Last edition: January, 2015

Brief description
This training unit (TU) varies in more than 6 hours and helps primary school trainers to deal with gender, sex- and sexuality stereotypes to prevent exclusion, discrimination and violence. Furthermore, the TU is meant to increase understanding for human diversity, tolerance and respect for differences. The ideology behind the TU is holistic sex/sexuality education using the pedagogy of the Pestalozzi Programme, head, hearts and hands.
Keywords: Holistic sex/sexuality education, Primary school teacher trainers, prevention of discrimination and violence.

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Editor: Pascale MOMPOINT-GAILLARD
Last edition: February, 2015

Brief description
This 6-hour unit encourages teachers’ to reflect on human rights, through questioning their practices, values and beliefs and conducting self-evaluation. The focus here is on the violence done against women through the media, where they are pictured as sexual objects through which men express their stereotyped dominant characteristics. Through consideration of Human rights, the group will develop a perspective on gender stereotypes, namely the objectification of women’s bodies, as it emerges on advertising/media, as one aspect of raising awareness of human rights infringements.

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Editor: Ildikó Lázár
Last edition: March, 2015

Brief description
The present training unit helps teachers analyze stereotypes based on gender and sexuality in textbook images. In the first activity participants are invited to explore images of school textbooks with the help of questions to be used as guidelines to recognize any prejudices, stereotypes and bias. These guidelines will also help participants select illustrations for the follow-up task. In the second activity participants are asked to work with the chosen images in groups to identify symbolic meanings in textbook illustrations and reflect on their purpose and meaning.

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Editor: Carmen Becker
Last edition: March, 2015

Brief description
This training unit consists of four sessions aimed at a group of between 20 and 25 teachers and youth workers. In Activity 1 they will discuss some words related to sex. In Activity 2 they will create a Time Line of Sex History in Europe using pictures. In Activity 3 they will discuss some views and beliefs prescribing “adequate” sexual behaviour that existed in Europe. Activity 4 aims at unearthing beliefs and messages inherited from the family. Through the exercises participants will do a lot of peer teaching and discussion regarding beliefs around sexual life.

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Editor: Carmen Becker
Last edition: March, 2015

Brief description
We live in a society where labelling is common. It can be because of the way we talk, the way we dress, the things we love, music that we listen to or movies that we like to watch or our hobbies and interests. Peer pressure is prevalent especially during adolescence and young people often give in to it and adapt their behaviour and appearance according to the ruling style; but what if the social pressure or expectations are related to characteristics that cannot easily be changed – like sexual orientation.
Teachers are often among the first whom pupils address when faced with problems. It takes a lot of courage for pupils to share delicate issues, so a teachers’ first reaction is often crucial – how can we control our reactions? How can we prevent reacting from our own prejudice or stereotypes and thus avoid causing damage by mindless behaviour?
This training unit aims at raising awareness of our own stereotypes, so that we can respond more mindfully and become effective counsellors for our pupils. During this workshop we will use group work, role play, cooperative learning and discussion to clarify the concepts of gender, sex and gender roles, but also to find out whether we have gender/sex related stereotypes and how they get in the way when trying to create an atmosphere of trust and growth for everyone in the classroom. Participation in this workshop will enable critical observation from different perspectives (role play) and increase understanding of diversity and the ability to live in diversity.

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Editor: Ildikó Lázár
Last edition: March, 2015

Brief description
In this 3-hour session, trainees learn about the contemporary views on teaching gender-respect among peers. Child and human rights as well as bias relevant to sexuality emerge as major issues to be processed in classrooms. What are the issues related to the “right to sexuality” and “gender-respect” in today’s societies and how are we going to incorporate the new knowledge for sexual identity in our curriculums?
The unit proposes various activities, including a warmer, activities to establish trust in the group, and cooperative work on stories about young people through which participants will discuss and process controversial issues in sexuality education.

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Editor: Ana Žnidarec Čučković
Last edition: March, 2015

Brief description
The seminar focused on developing secondary home economics/health education school teachers’ capacity to design and implement lessons and activities relating to topics of education for family planning, sexual and reproductive health. Emphasis was given on the methods of cooperative learning and holistic approach in field of sex and sexuality education in order to encourage learners to change their classroom practices, and develop the cooperative structure to support their students’ active learning and guarantee equal opportunity of all.

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Editor: Ildikó Lázár
Last edition: March, 2015

Brief description
The aim of this session is to find the positive meaning and appropriate use of vocabulary related to gender, sex and sexuality at school. The activities help teachers clarify the meaning of these words, often labeled as bad words, and explore their use and misuse in the classroom. The session also promotes the use of literature and available learning materials to talk about stereotypes and create positive attitudes and appropriate vocabulary in the classroom.

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Editor: Višnja Rajić
Last edition: May, 2015

Brief description
This training puts its main task on awareness of the role of gender and gender stereotypes in individual and social life, the expansion of theoretical knowledge on gender diversity; as well as studies of the phenomenon of sexuality diversity as one of the fundamental questions posed by life to individual human being and requires answering. Moreover, this goal can be achieved within the overall awareness of the rights and freedoms of the individual, which is also provided by the training-seminar activity.

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Editor: Charlot Cassar
Last edition: February, 2015

Brief description
This training unit presents five 90-minute activities. The first activity focuses on creating a safe learning environment in which participants feel comfortable discussing what could be a very controversial topic. The training unit then addresses different approaches to sexual education, gender identity and stereotyping. A final activity invites participants to reflect on real life scenarios.

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Editor: Audrey Cheynut
Last edition: March, 2015

Brief description
This Training Unit aims at leading Kindergarten teacher trainers to understand how gender stereotypes are reflected in everyday life of both sexes and imply gender violence at different levels. It is based on components regarding the right to be different and every child’s dignity to be respected.
Keywords: Kindergarten, One in Five Campaign, gender, violence, education to sexuality, equality, empathy

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Editor: Višnja Rajić
Last edition: April, 2015

Brief description
In this unit participants become aware of how our own norms, values and cultural background influence our sexuality. In a teaching context this awareness is inevitable not only because in many situations it is hardly possible to separate our personal sexual identity (as mothers, fathers, singles or lovers, heterosexual or homosexual, etc.) from our professional one, but because we as teachers are role models and convey many un-reflected messages to our students as a whole person. This training unit is based on the result of author’s discussion about the main norms and values both in pedagogy and sexuality. The aim is to help improve participants’ understanding of the holistic approach and democratic values in sexuality and improve their capacity to accommodate, negotiate, and adjust to these differences, and to include those in teaching situations in a way that makes them a resource rather than a source of frustration, insecurity or conflict. Since this training unit is mainly focused on teachers self-reflection skills, their professional and personal identity and self-development, it might be considered as an introductory unit and combined with other training units such as sexual history, detailed school-sex-education curricula, etc.

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Editor: Ildikó Lázár
Last edition: March, 2015

Brief description
This training unit provides materials for an introductory seminar for teachers teaching sex/sexuality education in primary school. In general this training unit should help educators understand the role of schools in teaching and empowering children on issues related to sex/sexuality, health and social and emotional development. Based on a comprehensive approach to sex and sexuality education, emphasis is given to both the theoretical framework and the methodology of teaching sex/sexuality education in primary school, the importance of age appropriate goals based on a universal dimension of sex/sexuality education and a teaching methodology conducive to the set goals, avoiding racism, victim blaming, and exclusion. This training unit also gives the opportunity for self-reflection, shaking off some taboos, and deconstructing social and cultural myths about gender roles, sex and sexuality that may inhibit teaching sex/sexuality education. The implementation of the materials takes two and a half hours.

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