PROGRAM GUIDE 2020/2021 - STAND
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PROGRAM GUIDE
2020/2021
1
all about grade
STAND booking
pg. 4 GRADES
10 info
8/9 pg. 10 grade pg. 15
Part pg. 8
11
1+2 pg. 11 core
pg. 6 competencies
pg. 12
table of
contents
2 3
All about Stand Quotes
7000
A division of the South Fraser Pregnancy Options Society Teacher Quotes:
“Very comprehensive. Demanded attention/
Students reached within Surrey, “The presenter was an excellent communi- focus and got it. Students were respectful. It
cator. They were very knowledgeable and was thorough. Thank you. Crucial informa-
Langley, White Rock, Delta passionate about the subject matter and
gave relevant examples. They were very
tion.”
& Abbotsford, in 2018. personable and professional. It was relevant
and up-to-date with information pertaining
“Above and beyond – relevant topics cov-
to teens today.”
ered in such an engaging way. The presen-
all workshops have been designed in direct alignment with b.c.’s curriculum. tation was interactive, informative, relevant
and presented in a “non-preachy” manner.
OUR MISSION
“The best we’ve had in the 19 years I have In the end students are made to feel that
been covering these topics.” they are coming to conclusions / forming
ideas about these topics. Fantastic!”
...is to empower students to make well-
WE ACHIEVE
informed, intentional decisions about
media consumption, sex, and relation- Student Quotes:
ships that align with their personal val-
ues, goals, and future plans. “They did an amazing job of helping us learn.” “It was super interactive.”
...this through engaging and relevant
workshops and presentations that chal-
lenge students to think critically and “It was really good and I felt comfortable “It was overall a fun learning experience.”
to analyze the messages they receive to ask questions about sex.”
about sex and relationships.
“Amazing presenter, great message.”
YOU CAN EXPECT
“10/10 would go see again.”
“Hard topics but it was made lighter through the
“Presenter related to our generation joy of the presenter and the funny jokes.”
and us as a class.”
...our workshops to be fun, honest, and inclusive. Our material “Presentation was very informational and I defi-
is presented in a manner that is open, respectful, and judge- “It was great! Lots can relate, nitely learned more than I have from other pre-
ment-free. Our well-trained team members are approachable, especially at this age.” sentations very similar to this one. (eg: porn)”
engaging, and friendly. STAND discusses key topics in a way that is
age-appropriate, up-to-date, and honest. “It was empowering and talked about things I
“Favourite so far!”
hadn’t thought about before.”
4 5
“Part 1 is designed to fill the important “Part 2 follows Part 1 with a more
PART ONE gaps that could be overlooked in sex
education. It provides an understanding
of current societal “norms” and
common misconceptions.”
PART TWO indepth understanding of healthy &
unhealthy relationships. It explands on
the topics related to decisions about
sexual health.”
PERSONAL health Sexual Health
Sexually Transmitted
Media Literacy Consent Healthy Relationships Infections
» Teen media statistics » Understanding consent
» Qualities of healthy and unhealthy » How STI’s are transmitted
» Effects of media on the brain and » Age of consent relationships
» Staying protected
mental health » Portrayal of consent in media » Characteristics of a healthy and
» Getting tested
» How media impacts view of self, unhealthy person
» Common misconceptions
others, and sex & relationships
» How to analyze relationships to
» Communication
» How to analyze the messages media determine health
portrays » Consent scenarios
» How to build and cultivate healthy
Pregnancy Options
relationships » Options associated with an un-
Pornography Sexual Harassment/ planned pregnancy (abortion,
adoption, and parenting)
Sexual Assault The Choice To Save Sex
» Effects of porn (in both relationships » Potential outcomes of options
& personal lives) » The option of saving sex for a later
» Comprehensive definition of sexual
time in life and what it can look like
» Risks of porn to the brain harassment and sexual assault
» What goes on behind the scenes in » Bodily rights of a person
» Chemicals released in brain during Risk Prevention
sex and their effects
the porn industry » Speaking up for yourself/others » Risks of sexual activity
» Negative effects when used as a
» Birth control options
“How To” guide
» Common misconceptions
*Throughout workshops, students are provided with resources for further information. *Throughout workshops, students are provided with resources for further information.
6 7grade eight grade nine
physical & Health EDUCATION RELeVANT CURRICULUM GUIDeLINES physical & Health EDUCATION RELeVANT CURRICULUM GUIDeLINES
big ideas big ideas
◊ Healthy choices influence our physical, ◊ Advocating for the health and well-being ◊ Healthy choices influence our physical, ◊ Advocating for the health and well-being
emotional, and mental well-being. of others connects us to our community. emotional, and mental well-being. of others connects us to our community.
◊ Healthy relationships can help us lead ◊ Healthy relationships can help us lead
rewarding and fulfilling lives. rewarding and fulfilling lives.
curricular competencies curricular competencies
HEALTHY & ACTIVE LIVING SOCIAL & COMMUNITY HEALTH HEALTHY & ACTIVE LIVING SOCIAL & COMMUNITY HEALTH
» Assess factors that influence healthy » Propose strategies for avoiding and/or » Propose healthy choices that support » Propose strategies for avoiding and/or
choices and their potential health responding to potentially unsafe, abusive, lifelong health and well-being responding to potentially unsafe, abusive,
effects or exploitive situations » Identify factors that influence health or exploitive situations
» Identify factors that influence health » Propose strategies for responding to messages from a variety of sources, and » Analyze strategies for responding to
messages from a variety of sources, and discrimination, stereotyping, and bullying analyze their influence on behaviour discrimination, stereotyping, and bullying
analyze their influence on behaviour » Propose strategies for developing and » Identify and apply strategies to pursue » Propose strategies for developing and
» Identify and apply strategies to pursue maintaining healthy relationships personal healthy-living goals maintaining healthy relationships
personal healthy-living goals » Reflect on outcomes of personal
» Reflect on outcomes of personal
healthy-living goals and assess
content healthy-living goals and assess
strategies used
strategies used » Healthy sexual decision making
» Potential short-term and long-term
consequences of health decisions,
including those involving nutrition,
content
» Healthy sexual decision making » Strategies to protect themselves and others
protection from sexually transmitted
» Potential short-term and long-term from potential abuse, exploitation, and
infections, and sleep routines
consequences of health decisions, harm in a variety of settings
» Sources of health information.
including those involving nutrition, » Consequences of bullying, stereotyping,
» Strategies to protect themselves and others
protection from sexually transmitted and discrimination
from potential abuse, exploitation, and
infections, and sleep routines
harm in a variety of settings
» Sources of health information
8 9gra d e t e n grade Eleven
physical & Health EDUCATION RELeVANT CURRICULUM GUIDeLINES ADST - Interpersonal and family Relationships
big ideas big ideas
◊ Understanding our strengths, ◊ Healthy choices influence, and are ◊ Tools and technologies can influence
weaknesses, and personal preferences influenced by, our physical, emotional, and communications and relationships.
helps us plan and achieve our goals. mental well-being.
curricular competencies
curricular competencies
APPLIED TECHNOLOGIES
HEALTHY & ACTIVE LIVING SOCIAL & COMMUNITY HEALTH » Evaluate impacts, including unintended
» Analyze and explain how health » Propose strategies for avoiding and negative consequences, of choices
messages might influence health and responding to potentially unsafe, abusive, made about technology use
well-being or exploitative situations
» Analyze the role technologies play
» Analyze strategies for responding to
» Identify and apply strategies to pursue in societal change and interpersonal
discrimination, stereotyping, and bullying
personal healthy-living goals » Develop skills for maintaining healthy communications
» Reflect on outcomes of personal relationships and responding to
healthy-living goals and assess the
effectiveness of various strategies »
interpersonal conflict
Analyze the potential effects of social content
influences on health » Factors involved in interpersonal
» Analyze how health-related decisions
relationships, including types, roles, and
support the achievement of
personalhealthy-living goals
other classes »
functions
Nature of committed relationships,
content families & societies 10 including the influences of community
and culture
» Societal influences and impacts of
» Healthy sexual decision making » Factors involved in ending relationships
families
» Sources of health information » Components of healthy relationships
» Challenges families face
» Strategies to protect themselves and how to thrive and reciprocate in a
» Factors involved in interpersonal
and others from potential abuse, variety of interpersonal relationships
relationships in families, including
exploitation, and harm in a variety of » Indicators of unsafe relationships and
communication, healthy/unhealthy
settings actions to ensure safety of self and
relationships, and ending relationships
» Consequences of bullying, stereotyping, others
and discrimination » Interpersonal relationship
» Influences of physical, emotional, communication styles and strategies
and social changes on identities and » Cultural sensitivity & etiquette, including
relationships ethics of cultural appropriation
10 11C o r e C o m p e n t e n c i e s
COMMUNICATION PERSONAL AWARENESS & RESPONSIBILITY
we help students to: We work with students to develop a self-respect and sense of personal well-being that
demonstrate their personal awareness and responsibility. We help them to set goals,
◊ connect and engage with others as they learn to consider diverse perspectives
establish and maintain sexual and relational health, monitor their progress, respect their
◊ acquire and interpret information own rights, and respect the rights of others.
◊ reflect on their experiences and connect experience to learning
CRITICAL THINKING SOCIAL RESPONSIBILITY
our teaching reinforces the four facets of social responsibility:
we challenge students to: ◊ Contributing to community
◊ analyze and critique information
◊ Solving problems in peaceful ways
◊ question and investigate issues
◊ Valuing diversity
◊ differentiate between facts and interpretations, opinions or judgments
◊ Building healthy relationships
POSITIVE PERSONAL & CULTURAL IDENTITY
The STAND program develops in students “a sense of self-worth, self-awareness, and
positive identity” so that they “become confident individuals who take satisfaction in
who they are, and what they can do to contribute to their own well-being and to the
well-being of their family, community, and society” (BC curriculum, “Positive Personal and
Cultural Identity Competency Profiles” p.2).
we discuss students’:
◊ relationships and cultural context
◊ personal values and choices
◊ personal strengths and abilities
12 13booking information
COST: FREE! Our presentations are offered as a free, community service. How-
ever honorariums are welcomed and appreciated as we fundraise our annual
budget.
GROUP SIZES: ALL. We can do a classroom, library, or a full gym setting. If
there are multiple classes to speak to we would be happy to cover as many as
we can in a day. We also can provide a virtual option.
BOOKINGS DEADLINE: No deadlines. However, you will want to book in ad-
vance as our availability is limited and fills up quickly.
CONTACT US
director@iwillstand.org www.iwillstand.org
f @iwillstandprogram 604-584-4490
@stand_program #5-13634 104 ave, surrey b.c.
14 15CONTACT US
director@iwillstand.org www.iwillstand.org
f @iwillstandprogram 604-584-4490
@stand_program #5-13634 104 ave, surrey b.c.
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