U14521 Relationships and Sex Education Module Handbook L5 Sep 2025-26

U14521 Module Handbook for Relationships and Sex Education 2025/26

Divided into:

• Number of contact hours and pattern of delivery:  50 hours, 2-hour lectures and 2-hour seminars each week for 12 weeks and several directed learning activities on Blackboard.
• Number of hours when students are expected to study independently or amongst peers, with no direct academic contact: 150 hours.

Module leader name: Dr Nicole Holt.

Module leader contact details: nicole.holt@canterbury.ac.uk, Room Hs11.

How to access tutorials and other module support: Please email first to schedule tutorials, after taking the time to go through all available materials.
  
Who is the module for? This module is an optional module for third-year students on the BSc (Hons) Public Health and Health Promotion degree.

Brief module summary: The aim of this module is to enable participants to develop the expertise, knowledge and skills to become professionally competent and confident in communicating sensitively on matters concerning sexual health and emotional wellbeing to young people.

Module learning outcomes:

By the end of this module students should be able to:

1. Communicate sensitively on matters concerning sexual health to young people, recognising their own sexual belief system and how this may affect quality of communication. 
2. Evaluate initiatives which have been used to teach relationships and sex education to young people both in and out of school settings. 
3. Analyse critically the internal and external influences which contribute to the complexities of young people’s sexual health and emotional well-being. 
4. Explore and implement innovative ways in which all young people’s sexual and relationship health can be maintained.

Overview of learning and teaching activities on the module: 

Lectures will be used to provide theoretical constructs, for example, adolescent development and attachment theories supported by case studies, peer-to-peer discussion and collaboration.  Face-to-face sessions provide an environment for debate, mind mapping and problem-solving as a collaborative activity to develop understanding and application of effective communication with young people, colleagues and other professionals on matters concerning relationships and sex education. The relevance of using and critically evaluating up-to-date and researched literature will form a fundamental aspect of the module.  Information technology will be explored and utilised. 

Guided discussion will challenge national, local and personal attitudes to the sexual health and wellbeing of young people. A range of information, communication and technology applications will be utilised, for example, appropriate websites and educational resources to explore adolescent sexuality in a safe learning environment. The design of the module is intended to provide a framework for students to take responsibility for their own learning and academic achievement by clarifying issues and developing critical thinking. Students are encouraged to keep up to date with adolescent sexual health and research issues in journals and in the media, and there will be opportunities in the module to debate topical issues.   

Equipment you need to bring to class: Writing implements and paper. Colourful pens and pencils would also be useful, but not essential.

Indicative schedule of delivery:

Guidance on how to use independent study time: Complete the set reading and tasks set on blackboard.

Referencing system: Harvard referencing.

Assessments:

It is important that you meet your assessment deadline to help manage your workload and ensure your timely progression to your next level of study. However, we understand that in exceptional cases you may be unable to submit your work on time or do well in your exams due to unexpected events which are short-term in nature and beyond your control. Find out more about what to do in situations such as these here. 
A coursework extension or a chance to re-take your exam is not an automatic right; to ensure fairness and transparency, exceptional circumstances requests will only be approved if they meet the criteria, are submitted on time and - where relevant - include appropriate professional evidence.

Assessment brief/s:

This module has two assessments:

Assessment one: Produce a ‘relationship and sex education resource’ which is aimed at a specific group of young people, equivalent to 1600 words, weighted at 40% (learning outcomes 1, 2, 3 and 4).

Assessment two: With reference to the resource write an essay which incorporates a review of the literature, rationale and a discussion on the methodology, equivalent to 2400 words, weighted at 60% (learning outcomes 1, 2, 3 and 4).

Submission Date for both assessments: 5th January 2026, 14:00 pm.

Formative opportunities 

On week 5, following the completion of the core basic subjects, and as part of your development week, you will be expected to make a decision on your topic and target group. After that, progress will be expected on a weekly basis, and support will be provided on a weekly basis as part of the sessions. 

Peer and tutor feedback for your resource and essay will be provided in the last session on the 8th of December 2025. You can bring a draft of your resource or your complete work, and an A4 summary of your essay (bullet points only!) with references. 

Assignment Guidelines

Your resource must be creative, detailed, well-linked with your “audience” (we must be able to identify at a glance who they are), professional, and thought through.

Potential ideas: A physical/online class game; resource to facilitate a 1-2-1 conversation; a session’s outline/protocol; A course plan (for either schools or community actions); A leaflet; A poster; An online campaign ad etc. 

Your accompanying essay could follow this suggested structure:

• Introduction: the challenge, the audience, the essay plan.
• Literature review: what the literature says about the topic, in relation to the audience, and what is already provided to that audience. 
• The audience’s abilities and needs: Link with development theories and theories of behavioural change.
• The communication challenges of your audience: how is it best to communicate with them, where and by whom. 
• How your resource answers all of these in the best way and where it does not: show critical thinking about your work. 
• Reflect on your creative and analytical process in creating your resource, examine your own values, bias, and beliefs (400 words). 
• A conclusion.
  Please note that it must contain a reflective section of 400 words that describes your own journey.

Submission requirements: 

-Use an accessibility friendly front, such as Arial or Candara, size 11 or 12, 1.5 or double space, and enough space on the edges of the page for marking annotations if needed. 
-Make sure that you proofread, look for mistakes and let someone read your work if you are unsure or have English as a second language. 
-There is an automatic 10 points penalty for exceeding the word count by more than 10%.

-It is your responsibility to be able to supply written evidence of submitting your work, were you to be asked for it. 

Generative Artificial Intelligence (GenAI) and Assessments

Before approaching any assessment you should read the student guidance on the use of GenAI: Welcome to your generative AI guidance 
This will ensure you are aware of the ethical, legal and learning aspects of using GenAI for your studies. 
Each module’s assessments will require a different approach to the use of Generative Artificial Intelligence (GenAI). Your Module Lead has evaluated this module’s assessment(s) using the Artificial Intelligence Assessment Scale (AIAS).  
You can learn more about the AIAS at aiassessmentscale.com. 
If you would like to understand more about how CCCU’s staff understand the use of GenAI in your learning, you can read the Staff Guidance. 

Your Module Lead has evaluated this module’s assessments as requiring the following level of interaction with GenAI:

Assessment 1: AI may be used for pre-task activities such as brainstorming, outlining and initial research. This level focuses on the effective use of AI for planning, synthesis, and ideation, but assessments should emphasise the ability to develop and refine these ideas independently.

You may use AI for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.

Assessment 2: AI may be used for pre-task activities such as brainstorming, outlining and initial research. This level focuses on the effective use of AI for planning, synthesis, and ideation, but assessments should emphasise the ability to develop and refine these ideas independently.
You may use AI for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.

At CCCU all assessments require a declaration regarding the level of GenAI use.  

Under CCCU’s Academic Integrity Policy unacknowledged inclusion of GenAI is considered academic misconduct. See the Academic Integrity and Misconduct webpages for more information. 

Please select the most appropriate statement from the choice below and insert it at the start of your work:  
a.No GenAI was used in the preparation, planning or creation of this work. [AIAS Level 1] 

b.I acknowledge the use of outputs from [insert the name of generative AI tool(s) used] in the learning, preparation, planning or proofreading of this work. [AIAS Level 2] 

c.I acknowledge collaboration with [insert the name of generative AI tool(s) used] in this work, and the inclusion of outputs in modified form. [AIAS Level 3] 

d.I acknowledge [insert the name of generative AI tool(s) used] as partner(s) in the creation of this work. [AIAS Levels 4 & 5] 

Referencing GenAI 

If your assessment is rated at levels 2, 3 or 4, you are required to reference where you have used GenAI outputs in the body of your work. For guidance on how to reference GenAI in your work see Cite Them Right 13th Edn, or later. You can use the textbook or visit the Cite Them Right website – both are accessible via LibrarySearch (for the web version, login using your CCCU email).  

You can speak to your module tutor, module lead, subject Librarian or Learning Developer [job titles subject to change] for more guidance on the use of GenAI in your learning and assessment.  

Reassessment information:

Some students may not pass an assessment the first time and will be invited to take reassessment for the module, following a decision from a Board of Examiners. Do check the Your Guide to Assessment and Award Processes and seek advice from your Personal Academic Tutor if this is the case for you. Your module team will offer support in preparation for your reassessment. 

In this case, the nature of the reassessment will be:

The AI Assessment Scale (Perkins, Furze, Roe & McVaugh, 2024)

This handbook should be read in conjunction with other sources:

• Student Course Handbook: for course academic information applying to all modules.
• Current Student Webpages: for generic student experience information.

Learning Materials/Resources:

Asagba, K., Burns, J. and Doswell, S. (2019) Sex and relationships education for Young people and adults with intellectual disabilities and Autism. Pavilion Publishing. 
Bray, P. (2022) Providing relationships and sex education for special learners: an essential guide for developing RSE provision. Routledge.
Hoyle, A. and McGeeney, E. (2019) Great relationships and sex education: 200+ activities for educators working with young people. Routledge. (Ebook)
Hunt, J. (2021) Sex Ed for grown-ups: How to talk to children and young people about sex and relationships. Routledge. (Ebook)
Malone, R., Gilbert, T., Dukes, C. and Fonte, J.A. (2025) Fundamental Concepts and Critical Developments in Sex Education: Intersectional and Trauma-Informed Approaches. Routledge. (Ebook) 
Manning, S. and Reed, Y. (2023) Big Picture RSHE: Ready-Made Analogies and Practical Activities for Relationships, Sex and Health Education in the Primary Classroom. Routledge. (Ebook)
Moffat, A. (2020) No outsiders: everyone different, everyone welcome: preparing children for life in modern Britain. Routledge. (Ebook)
Morgan, J. (2024) Empowering Relationships and Sex Education: A Practical Guide for Secondary School Teachers. Routledge. (Ebook)
Robertson, S. (2007) Understanding Men and Health: Masculinities, Identity and Well-being. Oxford: Oxford University Press Oxford. 
Varasteh, A. (2024) Raising Sexually Intelligent Kids: Practical Skills for Parents, Carers and Educators. Routledge. (Ebook)
Woolfolk, A. (2013) Child and Adolescent Development. Cambridge: Pearson Cambridge. 
Library Journals: 

• BMJ Sexually Transmitted Infections
• BMJ Sexual and Reproductive Health 
• Journal of Public Health 
• International Journal of Health Education and Promotion
• International Journal of Sexual Health
• Sex Education
• Violence Against Women