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About Sexplained Training
Sexplained is a British nurse led company. We use highly skilled and extensively experienced nurses and other related professionals to teach members of the public, as well as the profession, in a face to face way.
We impart information in such a way that students tend to absorb it well, in a non-academic, enjoyable way and as part of an organisation's workforce development.
Sexplained has recently received a National Centre Number and is offering accredited training Units, validated by
Assessment and Qualifications Alliance (AQA), the UK's largest exam board.
The AQA Unit Award Scheme (UAS) provides the opportunity to give students formal recognition of their success in short units of work.
The Scheme promotes effective teaching and learning by ensuring that those writing and delivering units give careful consideration to learning outcomes, evidence and assessment and by setting down clear targets for students.
All of our AQA Units are at Level 3 - which equates with other courses at GCSE A Level or NVQ Level 3.
Is the UAS approved and recognised?
Yes, the Scheme is fully approved by UK's QCA (Qualifications and Curriculum Development Agency) for:
- recording achievement in all non-qualification contexts
Established in 1984, the Unit Award Scheme is
offered by AQA, the largest unitary awarding body in
England and Wales.
It is also included in the National Framework of Awards in Non-Formal Educational Settings, published by the National Youth Agency on behalf of the Network for Accrediting Young People's Achievement. What are the benefits of the UAS?
There are many benefits to the student and to the centre. These include:
- flexibility in rewarding and celebrating success
- increasing engagement, self-esteem, motivation and performance
- supporting lifelong and personalised learning
- promoting inclusion
- helping course delivery planning and target setting
- use over a short time and prompt issue of certificates
- accredits learning which may otherwise go unrecognised
- detailed certification making it easy to see what has been achieved
- use as a 'stepping stone' towards full qualifications and awards.
(( see http://web.aqa.org.uk/qual/uas/uas_cert.php
and
http://www.ukyouth.org/whatwedo/Programmes/YAA/NfAYPA )) How are units assessed?
Each stand-alone unit clearly sets out :
- the skills, abilities, knowledge and understanding that a student must learn and any experiences that he or she should have;
- the evidence that must be provided to show that a student has achieved the outcomes;
- and how each of the outcomes is assessed.
Units can therefore be tailored to suit individual needs.
Assessment is carried out within the centre by an appropriate, responsible adult, eg teacher, tutor, youth worker or trainer.
Is there an exam or do I have to do an academic essay ?
No. Relax. There is no exam or essay to be undertaken and you don't have to feel threatened by our training.
However, before certificates can be given or registration takes place, students are required to show evidence of learning.
This will be through completion of workbooks; which are returned to our centre for checking. They are then kept safe and shown to exam board inspectors upon request.
Our decision to use workbook assessment is because we would rather that our students spend their time thinking about what they have been taught and use this to look for correct answers to scenarios posed. We don't want people to feel stressed about writing an academic, referenced essay.
We prefer our students to enjoy learning about the subject before them, rather than worry about how to write an essay.
We believe that academic essays merely prove that someone can write an essay to a prescribed format, not always that they understand the wide range of what they are being taught throughout their learning experience.
| Qualifications and Credit Framework (QCF) Level |
Summary |
Knowledge & Understanding |
Applicaton & Action |
Autonomy & Accountability |
| Level 3 |
Achievement at level 3 reflects the ability to identify and use relevant understanding, methods and skills to complete tasks and address problems that, while well defined, have a measure of complexity.
It includes taking responsibility for initiating and completing tasks and procedures as well as exercising autonomy and judgement within limited parameters. It also reflects awareness of different perspectives or approaches within an area of study or work. |
Use factual, procedural and theoretical understanding to complete tasks and address problems that, while well defined, may be complex and non-routine
Interpret and evaluate relevant information and ideas
Be aware of the nature of the area of study or work
Have awareness of different perspectives or approaches within the area of study or work
|
Address problems that, while well defined, may be complex and non-routine
Identify, select and use appropriate skills, methods and procedures
Use appropriate investigation to inform actions
Review how effective methods and actions have been
|
Take responsibility for initiating and completing tasks and procedures, including, where relevant, responsibility for supervising or guiding others
Exercise autonomy and judgement within limited parameters
|
Why
is Sexplained Training necessary?
Although there are now many companies and organisations offering training in sexual health topics, this is a
rapidly changing field of medicine and we believe that by offeing training by practitioners involved in the day to day clinical aspects of this field, we provide our students with more, through our extensive 'hands on' experience.
As more and varied people are expected
to divulge information about contraception, sexual and reproductive health
during the course of their work in a wide variety of settings, many people feel unprepared to give this
information comfortably and competently.
We have developed this series of Units to cover a wide range of interesting topics, which can be studied in 'bite sized chunks' and without the pressure of having to take an academic exam or produce an academic essay. Our students can learn in comfort, without such pressure.
If they are then enthused to take their study further, we are negotiating ways to help them do so, academically, using what they have learned so far as a firm foundation towards extended academic learning. However, this is not compulsory and is unlikely to become so, from our perspective.
We are prepared to negotiate external training packages if an organisation is interested in working in partnership with us overseas.
Who
should attend?
Sexplained Training is for people involved with and
influencing others in the area of contraception, sexual
and reproductive health matters, in a wide variety of
settings.
Put more succinctly, if you are interested in this subject, then it is suitable for you.
For example, you may be a male or female youth and development worker; teacher or learning support worker; nurse, health adviser, or health visitor who is not trained in contraception; probation or other justice related officer; general practice reception staff, healthcare / client support worker or someone else, who is interested in public health.
It is also suitable for 6th form students who now have to stay on in full time education until the age of 18 in the UK - and similar students overseas.
Who
are our trainers?
Our trainers are highly qualified British trained Nurse
Specialists who work independently of doctors in
clinical settings or who are university or business
lecturers. Each has a minimum of 15 yrs field
experience with hard to reach populations.
For information about our extended team, please click
here.
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How
long is the training?
Each unit comprises 30 hours notional learning time, one full day of which is in the classroom and is teacher led. The rest relates to completion of different types of 'homework': background reading/learning and course worksheets/workbooks that are returned to the centre for checking.
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Unit List What
does the training cover?
As units are accredited, they will be added to this section of the page.
At present, we can offer the following validated Units:
These C Units are designed to 'stand alone' or be enjoyed consecutively, to form our
Contraception Module.
Unit C1 - INTRODUCTION TO THE MENSTRUAL CYCLE AND FERTILITY INDICATORS
Unit C2 - INTRODUCTION TO HORMONAL CONTRACEPTION
Unit C3 - INTRODUCTION TO NON-HORMONAL METHODS OF CONTRACEPTION
Unit C4 - INTRODUCTION TO BARRIER PROTECTION FOR SAFER SEX
These S Units are designed to 'stand alone' or be enjoyed consecutively, to form our
Sexual Health Module.
Unit S1 - INTRODUCTION TO DIFFERENT TYPES OF INFECTION
Unit S2 - INTRODUCTION TO BACTERIAL SEXUAL INFECTIONS
Unit S3 - INTRODUCTION TO VIRAL SEXUAL INFECTIONS
Unit S4 - INTRODUCTION TO NON-BACTERIAL, NON-VIRAL GENITAL CONDITIONS
These H Units are designed to 'stand alone' or be enjoyed consecutively, to form our
HIV Module.
Unit H1 - INTRODUCTION TO RAPID TESTING FOR HIV
Further H Units are being developed.
The following CSW Units are designed to develop sexual healthcare support staff / client support workers:
Unit CSW1 - INTRODUCTION TO PREGNANCY TESTING
Unit CSW2 - INTRODUCTION TO STIs, SCREENING AND SPECIMEN MANAGEMENT
Unit CSW3 - INTRODUCTION TO CONTRACEPTIVE OPTIONS
Unit CSW 4 - INTRODUCTION TO CLINICAL MEASUREMENTS
Unit CSW 5 - INTRODUCTION TO SAFEGUARDING AND CHILD PROTECTION
Unit CSW 6 - INTRODUCTION TO COMMUNICATION SKILLS
Unit CSW 7 - SEXUAL HEALTH: TERMINOLOGY, CONFIDENTIALITY AND RECORDS
Coming soon:
INTRODUCTION TO CONTRACEPTIN AND SEXUAL HISTORY TAKING
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Unit Contents:
Unit C1
AQA UNIT AWARD SCHEME
CODE NO: 78384
UNIT TITLE: INTRODUCTION TO THE MENSTRUAL CYCLE AND FERTILITY INDICATORS
CURRICULUM AREA(S): HEALTH AND SOCIAL CARE/PROFESSIONAL DEVELOPMENT/PERSONAL, SOCIAL & HEALTH ED
DATE OF VALIDATION: 31-01-2011
UNIT DESCRIPTION: This is a classroom and practice based unit using examples, role play, standard textbooks, professional publications from the Internet, tutor prepared handouts and worksheets to help the student acquire knowledge and understanding of today's non-hormonal methods of contraception.
PROCEDURES FOR MAKING AND RECORDING ASSESSMENTS:
Assessed by teacher through inspection (1,7-11), observation (2-6) and discussion (12-13). All assessments recorded on an AQA Summary
Sheet.
LEVEL: Level 3
NOTIONAL LEARNING TIME: 30 hours
OUTCOMES TO BE ACCREDITED
In successfully completing this unit the student will have
experienced
1. undertaking a pre-training assessment of own background knowledge;
2. watching a PowerPoint presentation about the anatomy and physiology of the female reproductive system;
3. watching a PowerPoint presentation about the menstrual cycle;
4. watching a PowerPoint presentation about the different components of natural family planning;
5. watching a PowerPoint presentation about how they are used to plan or prevent pregnancy;
6. taking part in group discussion about fertility awareness;
demonstrated the ability to
7. identify and explore recommended contraception and reproductive healthcare websites to find approved and up-to-date information about six elements of fertility awareness;
8. identify and describe how six different elements of fertility awareness work, their correct use and in order
to maintain contraceptive protection, what to do when things go wrong;
9. identify and explain five common reasons for natural family planning failure;
10. evaluate five women's medical history, and her subsequent suitability to use the six components of fertility awareness, safely;
shown knowledge of
11. at least ten features of female reproductive anatomy and physiology;
12. at least two advantages and one disadvantage for using each of six different components of natural family planning;
13. at least two indications and one contraindication for each of the six components of fertility awareness.
EVIDENCE TO BE OFFERED
Student completed worksheets (1,7-10)
Student labelled diagram with explanations (11)
Teacher checklist (2-6,12-13), itemised (12-13)
For outcome 12 checklist to be itemised into 18 parts to show two advantages and one disadvantage for the six components of natural family planning.
For outcome 13 checklist to be itemised into 18 parts to show two indications and one contraindication for six components of fertility awareness
Download pdf on Unit C1
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Unit C2
AQA UNIT AWARD SCHEME
CODE NO: 78381
UNIT TITLE: INTRODUCTION TO HORMONAL CONTRACEPTION
CURRICULUM AREA(S): HEALTH AND SOCIAL CARE/PROFESSIONAL DEVELOPMENT/PERSONAL, SOCIAL & HEALTH ED
DATE OF VALIDATION: 04-01-2011
UNIT DESCRIPTION: This is a classroom and practice based unit using examples, role play, standard textbooks, professional publications from the Internet, tutor prepared handouts and worksheets to help the student acquire knowledge and understanding of today's hormonal methods of contraception.
PROCEDURES FOR MAKING AND RECORDING ASSESSMENTS: Assessed by teacher through inspection (1,7-13), observation (2-6) and discussion (14-16). All assessments recorded on an AQA Summary Sheet.
LEVEL: Level 3
NOTIONAL LEARNING TIME: 30 hours
OUTCOMES TO BE ACCREDITED
In successfully completing this unit the student will have
experienced
1. undertaking a pre-training assessment of own background knowledge;
2. watching a PowerPoint presentation about the menstrual cycle and fertility awareness techniques;
3. watching a PowerPoint presentation about the different methods of hormonal contraception;
4. watching a PowerPoint presentation about contraceptive and sexual health assessment;
5. hearing an experienced practitioner make a comprehensive contraceptive and sexual health assessment;
6. taking part in group discussion about the different methods of hormonal contraception;
demonstrated the ability to
7. identify and explore recommended contraception and reproductive healthcare websites to find approved and
up-to-date information about eight methods of hormonal contraception;
8. identify and describe the UK's emergency contraceptive choices;
9. identify and describe how eight different methods of hormonal contraception work, their correct use and in order to maintain contraceptive protection, what to do when things go wrong;
10. identify and explain five common reasons for hormonal contraception failure;
11. evaluate five women's medical history for safe use of two methods of emergency contraception;
12. evaluate five women's family and personal medical history, and her subsequent eligibility to use the eight
methods of hormonal contraceptive, safely;
shown knowledge of
13. at least ten features of female reproductive anatomy and physiology;
14. at least two advantages and one disadvantage for using each of eight different types of hormonal contraception;
15. at least two indications and one contraindication for each of the eight types of hormonal contraception;
16. the timing of and at least two legal aspects involved with the use of emergency contraception.
EVIDENCE TO BE OFFERED
Student completed worksheets (1,7-12)
Student labelled diagram with explanations (13)
Teacher checklist (2-6,14-16), itemised (14-16)
For outcome 14 checklist to be itemised into 24 parts to show two advantages and one disadvantage for using
the eight types of hormonal contraception.
For outcome 15 checklist to be itemised into 24 parts to show two indications and one contraindication for the
eight types of hormonal contraception.
For outcome 16 checklist to be itemised into three parts to show knowledge of timing and two legal aspects
regarding emergency contraception.
Download pdf on Unit C2
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Unit C3
AQA UNIT AWARD SCHEME
CODE NO: 78383
UNIT TITLE: INTRODUCTION TO NON-HORMONAL METHODS OF CONTRACEPTION
CURRICULUM AREA(S): HEALTH AND SOCIAL CARE/PROFESSIONAL DEVELOPMENT/PERSONAL, SOCIAL & HEALTH ED
DATE OF VALIDATION: 31-01-2011
UNIT DESCRIPTION: This is a classroom and practice based unit using examples, role play, standard textbooks, professional publications from the Internet, tutor prepared handouts and worksheets to help the student acquire knowledge and understanding of today's non-hormonal methods of contraception.
PROCEDURES FOR MAKING AND RECORDING ASSESSMENTS: Assessed by teacher through inspection (1,7-11), observation (2-6) and discussion (12-13). All assessments recorded on an AQA Summary Sheet.
LEVEL: Level 3
NOTIONAL LEARNING TIME: 30 hours
OUTCOMES TO BE ACCREDITED
In successfully completing this unit the student will have
experienced
1. undertaking a pre-training assessment of own background knowledge;
2. watching a PowerPoint presentation about the menstrual cycle and fertility awareness techniques;
3. watching a PowerPoint presentation about the different methods of non-hormonal contraception;
4. watching a PowerPoint presentation about contraceptive and sexual health assessment;
5. hearing an experienced practitioner make a comprehensive contraceptive and sexual health assessment;
6. taking part in group discussion about the different methods of non-hormonal contraception;
demonstrated the ability to
7. identify and explore recommended contraception and reproductive healthcare websites to find approved and up-to-date information about nine methods of non-hormonal contraception;
8. identify and describe how nine different methods of non-hormonal contraception work, their correct use and in order to maintain contraceptive protection, what to do when things go wrong;
9. identify and explain five common reasons for male condom failure;
10. evaluate five women's family and personal medical history, and her subsequent suitability to use the nine methods of non-hormonal contraceptive, safely;
shown knowledge of
11. at least ten features of female reproductive anatomy and physiology;
12. at least two advantages and one disadvantage for using each of nine different types of non-hormonal contraception;
13. at least two indications and one contraindication for each of the nine types of non-hormonal contraception.
EVIDENCE TO BE OFFERED
Student completed worksheets (1,7-10)
Student labelled diagram with explanations (11)
Teacher checklist (2-6,12-13), itemised (12-13)
For outcome 12 checklist to be itemised into 27 parts to show two advantages and one disadvantage for the nine types of non-hormonal contraception.
For outcome 13 checklist to be itemised into 27 parts to show two indications and one contraindication for each of the nine types of non-hormonal contraception.
Download pdf on Unit C3
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Unit C4
AQA UNIT AWARD SCHEME
CODE NO: 78382
UNIT TITLE: INTRODUCTION TO BARRIER PROTECTION FOR SAFER SEX
CURRICULUM AREA(S): HEALTH AND SOCIAL CARE/PROFESSIONAL DEVELOPMENT/PERSONAL, SOCIAL & HEALTH ED
DATE OF VALIDATION: 31-01-2011
UNIT DESCRIPTION: This is a classroom and practice based unit using examples, role play, standard textbooks, professional publications from the Internet, tutor prepared handouts and worksheets to help the student acquire knowledge and understanding of today's barrier protection for safer sex.
PROCEDURES FOR MAKING AND RECORDING ASSESSMENTS:Assessed by teacher through inspection (1,7-11), observation (2-6) and discussion (12-13). All assessments recorded on an AQA Summary Sheet.
LEVEL: Level 3
NOTIONAL LEARNING TIME: 30 hours
OUTCOMES TO BE ACCREDITED
In successfully completing this unit the student will have
experienced
1. undertaking a pre-training assessment of own background knowledge;
2. watching a PowerPoint presentation about the history of barrier protection and its importance;
3. watching a PowerPoint presentation about the different types of barrier protection;
4. watching a PowerPoint presentation about the correct way to use different types of barrier protection;
5. watching a PowerPoint presentation about different lubricants to use with barrier protection;
6. taking part in group discussion about barrier protection, unsafe and safer sex;
demonstrated the ability to
7. identify and explore recommended healthcare websites to find approved and up-to-date information about nine elements of barrier protection and safer sex;
8. identify and describe how nine different elements of barrier protection work, their correct use and in order to maintain safer sex, what to do if things go wrong;
9. identify and explain nine common reasons why barrier protection may fail;
10. evaluate five women's medical history, and her subsequent suitability to use the nine components of barrier protection, safely;
shown knowledge of
11. at least ten features of female reproductive anatomy and physiology;
12. at least two advantages and one disadvantage for using each of nine components of barrier protection for safer sex;
13. at least two indications and one contraindication for each of nine components of barrier protection for safer sex.
EVIDENCE TO BE OFFERED
Student completed worksheets (1,7-10)
Student labelled diagram with explanations (11)
Teacher checklist (2-6,12-13), itemised (12-13)
For outcome 12 checklist to be itemised into 27 parts to show two advantages and one disadvantage for the
nine components of using barrier protection for safer sex.
For outcome 13 checklist to be itemised into 27 parts to show two indications and one contraindication for
nine components of using barrier protection for safer sex.
Download pdf on Unit C4
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Unit H1 - INTRODUCTION TO RAPID TESTING FOR HIV
AQA UNIT AWARD SCHEME
CODE NO: 78387
CENTRE NAME: BRENTWOOD SEXPLAINED LTD
CENTRE NO: 83015
UNIT TITLE: INTRODUCTION TO RAPID TESTING FOR HIV
CURRICULUM AREA(S): HEALTH AND SOCIAL CARE PROFESSIONAL DEVELOPMENT
PERSONAL, SOCIAL & HEALTH ED
DATE OF VALIDATION: 22 March 2011
UNIT DESCRIPTION:
This is a classroom and practice based unit using examples, role play, standard
textbooks, professional publications from the Internet, tutor prepared handouts and worksheets to help
the student acquire knowledge and understanding of rapid HIV (Human Immunodeficiency Virus)
testing using 'INSTI' (TM) point of care test kits.
PROCEDURES FOR MAKING AND RECORDING ASSESSMENTS: Assessed by the teacher
through inspection (1, 11-19) and observation (2-10). All assessments recorded on an AQA Summary
Sheet.
LEVEL: Level 3
NOTIONAL LEARNING TIME: 30 hours
OUTCOMES TO BE ACCREDITED
In successfully completing this unit the student will have
experienced
1. undertaking a pre-training assessment of own background knowledge about HIV;
2. watching a PowerPoint presentation about the basics of HIV and HIV Syndrome;
3. watching a PowerPoint presentation about taking a sexual history and HIV risk assessment;
4. watching a PowerPoint presentation about the INSTI Point of Care Test (POCT) for HIV;
5. watching a PowerPoint presentation about managing the results of rapid INSTI POCT results for HIV;
6. hearing an experienced practitioner take a sexual history and perform an HIV risk assessment;
7. exploration of appropriate national HIV testing guidelines and related recommended websites;
8. role play, to practice taking a sexual history and HIV risk assessment;
9. exploration of current local policy and procedures for rapid INSTI POCT for HIV;
10. taking part in group discussion about HIV and sexual risk assessment;
demonstrated the ability to
11. take and accurately record a sexual history and HIV risk assessment;
12. explain the rapid INSTI POCT for HIV;
13. explain the importance of confidentiality and legal status of declaration of HIV status;
14. explain the benefits of anti-retroviral therapies and how to access Post Exposure Prophylaxis (PEP);
15. prepare a patient for a rapid HIV POCT psychologically;
16. complete three supervised practical assessments, using INSTI POCT competently, to locally required
standard;
shown knowledge of
17. at least four main routes of HIV transmission;
18. at least eight barriers to HIV testing;
19. at least six common technical problems using the INSTI POCT for HIV.
EVIDENCE TO BE OFFERED
Student completed worksheets (1,12-15,17-19)
Student completed portfolio (11,16)
Teacher checklist (2-10)
Download pdf on Unit H1
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Sexually Transmitted Infections: |
Unit S1 - AQA UNIT AWARD SCHEME CODE NO: 79080
CENTRE NAME: BRENTWOOD SEXPLAINED LTD CENTRE NO: 83015
UNIT TITLE: INTRODUCTION TO DIFFERENT TYPES OF INFECTION
CURRICULUM AREA(S): HEALTH AND SOCIAL CARE, PROFESSIONAL DEVELOPMENT,
PERSONAL, SOCIAL & HEALTH ED
DATE OF VALIDATION: 31 March 2011
UNIT DESCRIPTION: This is a classroom and practice based unit using examples, role play, standard,
textbooks, professional publications from the Internet, tutor prepared handouts and worksheets to help
the student acquire knowledge and understanding of different types of infection.
PROCEDURES FOR MAKING AND RECORDING ASSESSMENTS:
Assessed by teacher
through inspection (1,12-25) and observation (2-11).
All assessments recorded on an AQA Summary
Sheet.
LEVEL: Level 3
NOTIONAL LEARNING TIME: 30 hours
OUTCOMES TO BE ACCREDITED
In successfully completing this unit the student will have
experienced
1. undertaking a pre-training assessment of own background knowledge;
2. watching a PowerPoint presentation about the human immune system;
3. watching a PowerPoint presentation about bacteria, viruses, other pathogens and parasites;
4. watching a PowerPoint presentation about different modes of their transmission;
5. watching a PowerPoint presentation about how infection occurs in humans;
6. watching a PowerPoint presentation about the disease process;
7. watching a PowerPoint presentation about how the body destroys infection;
8. watching a PowerPoint presentation about different types of treatment;
9. watching a PowerPoint presentation about vaccination and immunisation;
10. watching a PowerPoint presentation about infection control;
11. taking part in group discussion about different types of infection, their treatment and control;
demonstrated the ability to
12. identify and explore recommended healthcare websites to find approved and up-to-date information
about four elements of infection;
13. explain what a microorgasm is;
14. draw and label diagrams to show examples of four main pathogens, to include explanation about at
least two features of each pathogen;
15. give examples of two different elements pertaining to bacteria;
16. give four examples of bacterial infection and outline their treatment;
17. identify and describe two different elements pertaining to viruses;
18. give four examples of viral infection and outline their treatment;
19. identify and describe two different elements pertaining to other pathogens and parasites;
20. give six examples of diseases that they can cause and outline their treatment;
21. describe the difference between antibiotics, antivirals and antiseptics;
22. identify and describe how pathogens can be transmitted sexually;
shown knowledge of
23. at least five features of how infection occurs;
24. how, when and why to wash own hands correctly;
25. at least four other ways to avoid cross contamination and infection.
EVIDENCE TO BE OFFERED
Student completed worksheets (1,12,13,15-25)
Student labelled diagram with explanations (14)
Teacher checklist (2-11)
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Download PDF of Unit SH1
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Unit S2 - AQA UNIT AWARD SCHEME CODE NO: 79081
CENTRE NAME: BRENTWOOD SEXPLAINED LTD CENTRE NO: 83015
UNIT TITLE: INTRODUCTION TO BACTERIAL SEXUAL INFECTIONS
CURRICULUM AREA(S): HEALTH AND SOCIAL CARE, PROFESSIONAL DEVELOPMENT,
PERSONAL, SOCIAL & HEALTH ED
DATE OF VALIDATION: 31 March 2011
UNIT DESCRIPTION: This is a classroom and practice based unit using examples, role play, standard
textbooks, professional publications from the Internet, tutor prepared handouts and worksheets to help
the student acquire knowledge and understanding of bacterial sexual infections.
PROCEDURES FOR MAKING AND RECORDING ASSESSMENTS:
Assessed by teacher
through inspection (1,11-19) and observation (2-10).
All assessments recorded on an AQA Summary
Sheet.
LEVEL: Level 3
NOTIONAL LEARNING TIME: 30 hours
OUTCOMES TO BE ACCREDITED
In successfully completing this unit the student will have
experienced
1. undertaking a pre-training assessment of own background knowledge;
2. watching a PowerPoint presentation about the different types of infection;
3. watching a PowerPoint presentation about the human immune system;
4. watching a PowerPoint presentation about bacterial sexual infections;
5. watching a PowerPoint presentation about different tests for bacterial sexual infections;
6. watching a PowerPoint presentation about different treatments for bacterial sexual infections;
7. watching a PowerPoint presentation about appropriate follow-up after treatment for bacterial sexual
infections;
8. watching a PowerPoint presentation about partner notification, contact tracing and epidemiological
control of bacterial sexual infections;
9. hearing an experienced practitioner take someone's sexual history;
10. taking part in group discussion about the different bacterial sexual infections, their treatment, contact
tracing, follow-up and how to avoid recurrence;
demonstrated the ability to
11. identify and explore recommended healthcare websites to find approved and up-to-date information
about at least four bacterial sexual infections from a local, national and international perspective;
12. identify and describe how four different bacterial sexual infections behave;
13. identify and describe appropriate male and female tests for bacterial sexual infections;
14. identify and describe appropriate treatment for bacterial sexual infections;
15. identify and explain three reasons why people may still test positive after treatment of bacterial
sexual infections;
16. identify and explain the importance if treatment is not taken correctly, guidance not followed and/or
contacts not traced and treated;
17. from given scenarios, evaluate four people's medical and social history, their signs and symptoms
and suggest the most likely bacterial cause to fit the description;
shown knowledge of
18. at least five features of bacterial sexual infection;
19. at least four potential long term effects of untreated bacterial sexual infections.
EVIDENCE TO BE OFFERED
Student completed worksheets (1,11-19)
Teacher checklist (2-10)
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Download PDF of Unit SH2
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Unit S3 - AQA UNIT AWARD SCHEME CODE NO: 79082
CENTRE NAME: BRENTWOOD SEXPLAINED LTD CENTRE NO: 83015
UNIT TITLE: INTRODUCTION TO VIRAL SEXUAL INFECTIONS
CURRICULUM AREA(S): HEALTH AND SOCIAL CARE, PROFESSIONAL DEVELOPMENT,
PERSONAL, SOCIAL & HEALTH ED
DATE OF VALIDATION: 31 March 2011
UNIT DESCRIPTION: This is a classroom and practice based unit using examples, role play, standard,
textbooks, professional publications from the Internet, tutor prepared handouts and worksheets to help
the student acquire knowledge and understanding of viral sexual infections.
PROCEDURES FOR MAKING AND RECORDING ASSESSMENTS:
Assessed by teacher
through inspection (1,11-19) and observation (2-10).
All assessments recorded on an AQA Summary
Sheet.
LEVEL: Level 3
NOTIONAL LEARNING TIME: 30 hours
OUTCOMES TO BE ACCREDITED
In successfully completing this unit the student will have
experienced
1. undertaking a pre-training assessment of own background knowledge;
2. watching a PowerPoint presentation about the different types of infection;
3. watching a PowerPoint presentation about the human immune system;
4. watching a PowerPoint presentation about viral sexual infections;
5. watching a PowerPoint presentation about different tests for viral sexual infections;
6. watching a PowerPoint presentation about different treatments for viral sexual infections;
7. watching a PowerPoint presentation about appropriate follow-up after treatment for viral sexual
infections;
8. watching a PowerPoint presentation about partner notification, contact tracing and epidemiological
control of viral sexual infections;
9. hearing an experienced practitioner take someone's sexual history;
10. taking part in group discussion about the different viral sexual infections, their treatment, contact
tracing, follow-up and how to avoid recurrence;
demonstrated the ability to
11. identify and explore recommended healthcare websites to find approved and up-to-date information
about at least four viral sexual infections from a local, national and international perspective;
12. identify and describe how four different viral sexual infections behave;
13. identify and describe appropriate male and female tests for viral sexual infections;
14. identify and describe appropriate treatment for viral sexual infections;
15. identify and explain why people may still test positive after treatment of viral sexual infections;
16. identify and explain the importance if treatment is not taken, guidance not followed and/or contacts
not traced and/or treated;
17. from given scenarios, evaluate four people's medical and social history, their signs and symptoms
and suggest the most likely viral cause to fit the description;
shown knowledge of
18. at least five features of viral sexual infection;
19. at least two potential long term effects of viral sexual infections.
EVIDENCE TO BE OFFERED
Student completed worksheets (1,11-19)
Teacher checklist (2-10)
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Download PDF of Unit SH3
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Unit S4 - AQA UNIT AWARD SCHEME CODE NO: 79083
CENTRE NAME: BRENTWOOD SEXPLAINED LTD CENTRE NO: 83015
UNIT TITLE: INTRODUCTION TO NON-BACTERIAL, NON-VIRAL GENITAL CONDITION
CURRICULUM AREA(S): HEALTH AND SOCIAL CARE, PROFESSIONAL DEVELOPMENT,
PERSONAL, SOCIAL & HEALTH ED
DATE OF VALIDATION: 31 March 2011
UNIT DESCRIPTION: This is a classroom and practice based unit using examples, role play, standard
textbooks, professional publications from the Internet, tutor prepared handouts and worksheets to help
the student acquire knowledge and understanding of common genital conditions; not considered to be
bacterial or viral sexual infections.
PROCEDURES FOR MAKING AND RECORDING ASSESSMENTS:
Assessed by teacher
through inspection (1,9-16) and observation (2-8).
All assessments recorded on an AQA Summary
Sheet.
LEVEL: Level 3
NOTIONAL LEARNING TIME: 30 hours
OUTCOMES TO BE ACCREDITED
In successfully completing this unit the student will have
experienced
1. undertaking a pre-training assessment of own background knowledge;
2. watching a PowerPoint presentation about the different types of non-bacterial, non-viral genital
conditions;
3. watching a PowerPoint presentation about the human immune system;
4. watching a PowerPoint presentation about appropriate tests for different non-bacterial, non-viral
genital conditions;
5. watching a PowerPoint presentation about different treatments for non-bacterial, non-viral genital
conditions;
6. watching a PowerPoint presentation about appropriate follow-up after treatment for non-bacterial,
nonviral genital conditions;
7. hearing an experienced practitioner take someone's sexual history;
8. taking part in group discussion about the different non-bacterial, non-viral genital conditions, their
cause, treatment, necessity for any contact tracing, follow-up and how to avoid recurrence;
demonstrated the ability to
9. identify and explore recommended healthcare websites to find approved and up-to-date information
about at least four common non-bacterial, non-viral genital conditions;
10. identify and describe four different non-bacterial, non-viral genital conditions;
11. identify and describe appropriate tests for four non-bacterial, non-viral genital conditions;
12. identify and describe appropriate treatment for four non-bacterial, non-viral genital conditions;
13. identify and explain the importance if treatment is not taken correctly, guidance not followed and/or
contacts not traced and treated in relation to four non-bacterial, non-viral genital conditions;
14. from given scenarios, evaluate four people's medical and social history, their signs and symptoms
and suggest the most likely non-bacterial, non-viral genital conditions to fit the description;
shown knowledge of
15. at least five features of non-bacterial, non-viral genital conditions;
16. at least four potential long term effects of untreated non-bacterial, non-viral genital conditions.
EVIDENCE TO BE OFFERED
Student completed worksheets (1,9-16)
Teacher checklist (2-8)
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Unit CSW1
AQA UNIT AWARD SCHEME CODE NO: 79086
CENTRE NAME: BRENTWOOD SEXPLAINED LTD CENTRE NO: 83015
UNIT TITLE: INTRODUCTION TO CLINICAL MEASUREMENTS
CURRICULUM AREA(S):
HEALTH AND SOCIAL CARE - PROFESSIONAL DEVELOPMENT - PERSONAL,
SOCIAL & HEALTH EDUCTION
DATE OF VALIDATION: 17 June 2011
UNIT DESCRIPTION: This is a classroom and practice based unit using examples, role play, standard
textbooks, professional publications from the Internet, tutor prepared handouts and worksheets to help the
student acquire knowledge and understanding of taking blood pressure, height and weight measurements,
calculating BMI (body mass index) and urine testing using reagent strips.
PROCEDURES FOR MAKING AND RECORDING ASSESSMENTS:
Assessed by teacher through inspection (1,11-20) and observation (2-10).
All assessments recorded on an AQA Summary Sheet.
LEVEL: Level 3
NOTIONAL LEARNING TIME: 30 hours
OUTCOMES TO BE ACCREDITED
In successfully completing this unit the student will have
experienced
1. undertaking a pre-training assessment of own background knowledge;
2. watching a PowerPoint presentation about anatomy and physiology of the circulatory system;
3. watching a PowerPoint presentation about blood pressure;
4. watching a PowerPoint presentation about how to measure someone's blood pressure;
5. watching a PowerPoint presentation about measuring height;
6. watching a PowerPoint presentation about measuring weight;
7. watching a PowerPoint presentation about calculating BMI;
8. watching a PowerPoint presentation about the urinary system;
9. watching a PowerPoint presentation about urine testing using reagent strips;
10. taking part in group discussion about blood pressure, height and weight measurement, BMI and urine
testing using reagent strips;
demonstrated the ability to
11. identify, access and explore recommended reading material and websites to find up-to-date information
about blood pressure measurement, height and weight measurement, calculating BMI and using urine
testing reagent strips;
12. identify and explain at least three reasons why it is important to screen people's blood pressure;
13. identify and explain at least three reasons why BMI calculation is of importance;
14. identify and explain at least three reasons why urine testing is useful;
15. undertake at least six blood pressure measurements;
16. undertake at least six height and weight measurements;
17. undertake at least six BMI calculations;
18. undertake at least six urine tests, using reagent strips;
shown knowledge of
19. at least two advantages and one disadvantage of measuring blood pressure in a clinical setting;
20. at least two indications and one contraindication for testing urine with reagent strips.
EVIDENCE TO BE OFFERED
Student completed worksheets (1,11-20)
Teacher completed checklist (2-10)
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Unit CSW2
AQA UNIT AWARD SCHEME CODE NO: 78386
CENTRE NAME: BRENTWOOD SEXPLAINED LTD CENTRE NO: 83015
UNIT TITLE: INTRODUCTION TO PREGNANCY TESTING
CURRICULUM AREA(S):
HEALTH AND SOCIAL CARE - PROFESSIONAL DEVELOPMENT - PERSONAL,
SOCIAL & HEALTH EDUCATION
DATE OF VALIDATION: 22 March 2011
UNIT DESCRIPTION: This is a classroom and practice based unit using examples, role play, standard
textbooks, professional publications from the Internet, tutor prepared handouts and worksheets to help the
student acquire knowledge and understanding of today's methods of pregnancy testing.
PROCEDURES FOR MAKING AND RECORDING ASSESSMENTS:
Assessed by teacher through inspection (1,10-16), observation (2-8,17) and discussion (9,18,19).
All assessments recorded on an AQA Summary Sheet.
LEVEL: Level 3
NOTIONAL LEARNING TIME: 30 hours
OUTCOMES TO BE ACCREDITED
In successfully completing this unit the student will have
experienced
1. undertaking a pre-training assessment of own background knowledge;
2. watching a PowerPoint presentation about the menstrual cycle;
3. watching a PowerPoint presentation about the early stage of pregnancy;
4. watching a PowerPoint presentation about when to perform a pregnancy test;
5. watching a PowerPoint presentation about how to perform a pregnancy test;
6. watching a PowerPoint presentation about referral for ante-natal care;
7. watching a PowerPoint presentation about termination of pregnancy;
8. watching a PowerPoint presentation about referral for termination of pregnancy;
9. taking part in group discussion about pregnancy testing and decisions;
demonstrated the ability to
10. identify and explore recommended sexual health websites to find and up-to-date information about six
elements of the menstrual cycle;
11. identify and explain five common reasons why a pregnancy test may be requested;
12. identify and explore how two different types of emergency contraception work;
13. identify and explore the procedures involved in medical termination of pregnancy;
14. identify and explore the procedures involved in surgical termination of pregnancy;
15. identify and explore three elements of law relating to termination of pregnancy;
16. evaluate five women's medical history, her need for a pregnancy test or for emergency contraception;
17. undertake three pregnancy tests correctly;
shown knowledge of
18. at least two advantages and one disadvantage for early detection of pregnancy;
19. at least two indications and one contraindication for medical termination of pregnancy.
EVIDENCE TO BE OFFERED
Student completed worksheets (1,10-16)
Teacher checklist (2-9,17-19), itemised (17-19)
For outcome 17 checklist to be itemised into three parts to show that three pregnancy tests have been
undertaken correctly.
For outcome 18 checklist to be itemised into three parts to show two advantages and one disadvantage for
early detection of pregnancy.
For outcome 19 checklist to be itemised into three parts to show two indications and one contraindication for
medical termination of pregnancy.
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CSW3
AQA UNIT AWARD SCHEME CODE NO: 78385
CENTRE NAME: BRENTWOOD SEXPLAINED LTD
CENTRE NO: 83015
UNIT TITLE: INTRODUCTION TO STIS, SCREENING AND SPECIMEN MANAGEMENT
CURRICULUM AREA(S):
HEALTH AND SOCIAL CARE - PROFESSIONAL DEVELOPMENT - PERSONAL,
SOCIAL & HEALTH EDUCATION
DATE OF VALIDATION: 22 March 2011
UNIT DESCRIPTION: This is a classroom and practice based unit using examples, role play, standard
textbooks, professional publications from the Internet, tutor prepared handouts and worksheets to help the
student acquire knowledge and understanding of today's sexually transmitted infections (STIs), screening
procedures and specimen management.
PROCEDURES FOR MAKING AND RECORDING ASSESSMENTS:
Assessed by teacher through inspection (1,10-17), observation (2-8) and discussion (9,18-19).
All assessments recorded on an AQA Summary Sheet.
LEVEL: Level 3
NOTIONAL LEARNING TIME: 30 hours
OUTCOMES TO BE ACCREDITED
In successfully completing this unit the student will have
experienced
1. undertaking a pre-training assessment of own background knowledge;
2. watching a PowerPoint presentation about different types of infection;
3. watching a PowerPoint presentation about the importance of sexually acquired infections;
4. watching a PowerPoint presentation about bacterial sexual infections;
5. watching a PowerPoint presentation about viral sexual infections;
6. watching a PowerPoint presentation about other sexually acquired conditions;
7. watching a PowerPoint presentation about different types of STI screening;
8. watching a PowerPoint presentation about specimen management;
9. taking part in group discussion about STIs, screening and specimen management;
demonstrated the ability to
10. identify and explore recommended sexual health websites to find and up-to-date information about
twelve elements about sexually transmitted infections;
11. identify and explain at least three reasons why it is important to screen people for STIs;
12. identify and explore at least three different bacterial sexual infections;
13. identify and explore at least three different viral sexual infections;
14. identify and explore at least three other sexual conditions;
15. identify and explore the procedures involved in self screening for asymptomatic STIs;
16. identify and explore the procedures involved in specimen management;
17. evaluate five women's medical history and her need for a STI screening;
shown knowledge of
18. at least two advantages and one disadvantage for self screening for STIs;
19. at least two indications and one contraindication for self screening for STIs.
EVIDENCE TO BE OFFERED
Student completed worksheets (1,10-17)
Teacher checklist (2-9,18-19), itemised (18-19)
For outcome 18 checklist to be itemised into three parts to show two advantages and one disadvantage
for self screening for STIs.
For outcome 19 checklist to be itemised into three parts to show two indications and one contraindication for
self screening for STIs.
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CSW4
AQA UNIT AWARD SCHEME CODE NO: 78388
CENTRE NAME: BRENTWOOD SEXPLAINED LTD CENTRE NO: 83015
UNIT TITLE: INTRODUCTION TO CONTRACEPTIVE OPTIONS
CURRICULUM AREA(S): HEALTH AND SOCIAL CARE - PROFESSIONAL DEVELOPMENT - PERSONAL,
SOCIAL & HEALTH EDUCATION
DATE OF VALIDATION: 17 June 2011
UNIT DESCRIPTION: This is a classroom and practice based unit using examples, role play, standard
textbooks, professional publications from the Internet, tutor prepared handouts and worksheets to help the
student acquire knowledge and understanding of the today's methods of contraception, how to access male
and female contraceptive choices and emergency contraception.
PROCEDURES FOR MAKING AND RECORDING ASSESSMENTS:
Assessed by teacher through
inspection (1,8-16) and observation (2-7).
All assessments recorded on an AQA Summary Sheet.
LEVEL: Level 3
NOTIONAL LEARNING TIME: 30 hours
OUTCOMES TO BE ACCREDITED
In successfully completing this unit the student will have
experienced
1. undertaking a pre-training assessment of own background knowledge;
2. watching a PowerPoint presentation about the menstrual cycle;
3. watching a PowerPoint presentation about sperm production;
4. watching a PowerPoint presentation about today's methods of contraception;
5. watching a PowerPoint presentation about how to access male and female contraceptive options;
6. watching a PowerPoint presentation about emergency contraception;
7. taking part in group discussion about the menstrual cycle, sperm production and different methods of
contraception;
demonstrated the ability to
8. identify, access and explore recommended reading material and websites to find up-to-date information
about the menstrual cycle, sperm production and today's different methods of contraception;
9. explain what the term ovulation means and when it occurs;
10. explain what the term contraception means;
11. identify and explain at least three methods of hormonal contraception;
12. identify and explain at least three reasons why it is important to use contraception;
13. identify and explain how three combined methods of contraception work;
14. identify and explain how four progestogen based methods of contraception work;
15. identify and explain how two types of emergency contraception work;
16. identify and explain how to access male and female contraceptive choices and emergency contraception.
EVIDENCE TO BE OFFERED
Student completed worksheets (1,8-16)
Teacher checklist (2-7)
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CSW5
AQA UNIT AWARD SCHEME CODE NO: 78389
CENTRE NAME: BRENTWOOD SEXPLAINED LTD CENTRE NO: 83015
UNIT TITLE: INTRODUCTION TO COMMUNICATION SKILLS
CURRICULUM AREA(S):
HEALTH AND SOCIAL CARE - PROFESSIONAL DEVELOPMENT - PERSONAL,
SOCIAL & HEALTH EDUCATION
DATE OF VALIDATION: 17 June 2011
UNIT DESCRIPTION: This is a classroom and practice based unit using examples, role play, standard
textbooks, professional publications from the Internet, tutor prepared handouts and worksheets to help the
student acquire knowledge and understanding of different communication skills.
PROCEDURES FOR MAKING AND RECORDING ASSESSMENTS:
Assessed by teacher through
inspection (1,12-24) and observation (2-11). All assessments recorded on an AQA Summary Sheet.
LEVEL: Level 3 NOTIONAL LEARNING TIME: 30 hours
OUTCOMES TO BE ACCREDITED
In successfully completing this unit the student will have
experienced
1. undertaking a pre-training assessment of own background knowledge;
2. watching a PowerPoint presentation about different types of communication;
3. watching a PowerPoint presentation about recognizing body language;
4. watching a PowerPoint presentation about active listening skills;
5. watching a PowerPoint presentation about written communication skills;
6. watching a PowerPoint presentation about spoken communication skills;
7. watching a PowerPoint presentation about audio communication skills;
8. watching a PowerPoint presentation about visual communication;
9. watching a PowerPoint presentation about cross cultural communication;
10. watching a PowerPoint presentation about communicating through interpreters;
11. taking part in group discussion about different communication techniques;
demonstrated the ability to
12. identify, access and explore recommended reading material and websites to find up-to-date information
about different forms of communication and related techniques;
13. identify and explain three examples of positive body language;
14. identify and explain three examples of negative body language;
15. identify and explain three examples of positive listening skills;
16. identify and explain three examples of negative listening skills;
17. identify and explain three examples of good written communication;
18. identify and explain three examples of poor written communication;
19. identify and explain at least three examples of good spoken communication;
20. identify and explain at least three examples of poor spoken communication;
21. identify and explain at least three examples of good visual communication;
22. identify and explain, for three cultures, at least one example of unacceptable gesturing used during cross
cultural communication;
23. identify and explain at least three reasons why good communication skills are important in a chosen
work setting;
24. design two posters that conveys the same message to two different cultural groups of the same age.
EVIDENCE TO BE OFFERED
Student completed worksheets (1,12-23)
Teacher checklist (2-11)
Student produced posters (24)
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CSW6
AQA UNIT AWARD SCHEME CODE NO: 79085
CENTRE NAME: BRENTWOOD SEXPLAINED LTD CENTRE NO: 83015
UNIT TITLE: INTRODUCTION TO SAFEGUARDING AND CHILD PROTECTION
CURRICULUM AREA(S):
HEALTH AND SOCIAL CARE - PROFESSIONAL DEVELOPMENT - PERSONAL,
SOCIAL & HEALTH EDUCATION
DATE OF VALIDATION: 17 June 2011
UNIT DESCRIPTION: This is a classroom and practice based unit using examples, role play, standard
textbooks, professional publications from the Internet, tutor prepared handouts and worksheets to help the
student acquire knowledge and understanding of the rights of a child, safeguarding children, vulnerable
adults, mental capacity, the Fraser guidelines, the Gillick decision and local child protection procedures.
PROCEDURES FOR MAKING AND RECORDING ASSESSMENTS:
Assessed by the teacher through inspection (1,9-21) and observation (2-8).
All assessments recorded on an AQA Summary Sheet.
LEVEL: Level 3
NOTIONAL LEARNING TIME: 30 hours
OUTCOMES TO BE ACCREDITED
In successfully completing this unit the student will have
experienced
1. undertaking a pre-training assessment of own background knowledge;
2. watching a PowerPoint presentation about UNICEF's Convention on the Rights of a Child;
3. watching a PowerPoint presentation about safeguarding children and vulnerable adults;
4. watching a PowerPoint presentation about mental capacity;
5. watching a PowerPoint presentation about the Fraser guidelines;
6. watching a PowerPoint presentation about the Gillick decision;
7. watching a PowerPoint presentation about local child protection procedures;
8. taking part in group discussion about safeguarding children and vulnerable adults;
demonstrated the ability to
9. identify, access and explore recommended reading material and websites to find up-to-date information
about The Convention on the Rights of a Child, safeguarding children and vulnerable adults, mental capacity,
the Fraser guidelines, the Gillick decision and local child protection procedures;
10. explain what the term child protection means;
11. explain what the term safeguarding means;
12. identify and explain at least three reasons why it is important to protect children;
13. explain what the term vulnerable adult means;
14. identify and explain at least three reasons why it is important to protect vulnerable adults;
15. explain what mental capacity means;
16. identify and explain at least three reasons why mental capacity is important;
17. explain your understanding of what the Fraser guidelines are;
18. explain when the Fraser guidelines are used;
19. explain your understanding of the Gillick competence;
20. identify and explain when the Gillick competency is used;
21. evaluate five case histories, deciding whether safeguarding procedures are required and if so, why and
what they are.
EVIDENCE TO BE OFFERED
Student completed worksheets (1,9-21)
Teacher completed checklist (2-8)
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Unit CSW7
AQA UNIT AWARD SCHEME CODE NO: 79084
CENTRE NAME: BRENTWOOD SEXPLAINED LTD CENTRE NO: 83015
UNIT TITLE: SEXUAL HEALTH: TERMINOLOGY, CONFIDENTIALITY AND RECORDS
CURRICULUM AREA(S): HEALTH AND SOCIAL CARE PROFESSIONAL DEVELOPMENT
PERSONAL, SOCIAL & HEALTH ED
DATE OF VALIDATION: 21 July 2011
UNIT DESCRIPTION: This is a classroom and practice based unit using examples, role play, standard
textbooks, Professional publications from the Internet, tutor prepared handouts and worksheets to help
the student acquire knowledge and understanding of medical and sexual terminology, record keeping,
confidentiality, professional boundaries and acting as a chaperone in a sexual health setting.
PROCEDURES FOR MAKING AND RECORDING ASSESSMENTS:
Assessed by the teacher
through inspection (1,9-15) and observation (2-8).
All assessments recorded on an AQA Summary
Sheet.
LEVEL: Level 3
NOTIONAL LEARNING TIME: 30 hours
OUTCOMES TO BE ACCREDITED
In successfully completing this unit the student will have
experienced
1. undertaking a pre-training assessment of own background knowledge;
2. watching a PowerPoint presentation about medical terminology;
3. watching a PowerPoint presentation about sexual terminology;
4. watching a PowerPoint presentation about confidentiality;
5. watching a PowerPoint presentation about record keeping;
6. watching a PowerPoint presentation about professional boundaries;
7. watching a PowerPoint presentation about acting as a chaperone in a sexual health setting;
8. taking part in group discussion about medical and sexual terminology, record keeping, confidentiality,
professional boundaries and acting as a chaperone in a sexual health setting;
demonstrated the ability to
9. identify, access and explore recommended reading material and websites to find and up-to-date
information about medical and sexual terminology, record keeping, confidentiality, professional
boundaries and acting as a chaperone in a sexual health setting;
10. identify and explain what ten examples of medical terminology mean;
11. identify and explain what ten examples of sexual terminology mean;
12. identify and explain at least three reasons why confidentiality is important in a sexual health setting;
13. identify and explain at least three reasons why record keeping is important in a sexual health setting;
14. identify and explain at least three reasons why professional boundaries are important in a sexual
health setting;
15. identify and explain at least three reasons why the role of chaperone is important in a sexual health
setting.
EVIDENCE TO BE OFFERED
Student completed worksheets (1,9-15)
Teacher checklist (2-8)
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| |
How much does it cost ?
Each fully registered and recorded Unit costs £125 + Exam Board Registration fee.
Exam board fee varies depending on the number of Units undertaken.
- a single Unit costs the same as undertaking several in the same year.
- it is, therefore, more cost effective to take a Module rather than space the training over several years.
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Accreditation:
- Our Units of study are accredited by the British 'AQA' exam board under their Unit Award Scheme
- A Sexplained® Certificate
of Attendance will be given on completion of each unit
- If students undertake four Units with the same type of prefix, e.g. C1, C2, C3 and C4, they will have acheived a Sexplained Module in Contraception Study
- Both of these can be used as evidence towards APL (accreditation of prior learning) if applying for academic courses
- We also keep
a register of attendees, against which employers can check content and
dates of training, should they wish to do so.
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Previous Training
Feedback / Evaluation comments: Back
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Introduction
day:
“Thanks
to you both for a wonderfully educative day.”
“Most
of all I liked the clarification on the different pills.”
“I
expected the sessions to be interesting and they were.”
“Most
of all I liked learning how many different types of contraception there
are.”
“The
handouts, the introductions and the explanations were all good.”
“Today’s
sessions were fun, informative and the content appropriate. There was
a lot of information to take in.”
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Contraception
day:
“10/10
overall value - covered a lot, covered everything.”
“Lots
of information to digest.”
“The
pace was fast moving, but I most enjoyed the manner in which it was presented.
I found the sessions interesting.”
“Although
the negative side of contraception wasn’t discussed in detail, the
detail that was given was more needed and the group dynamics made talking
and discussing issues easier.”
“Very
educational today. The conversations resulting from the subjects were
good.”
“I
enjoyed the delivery and enthusiasm of the speaker. At times I found it
hard to follow, but if information is missed through speech it can be
gained by reading the OHP.”
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Sexual
Health day:
“10/10.
Excellent. Extremely well delivered. Interesting OHP and visual computer
graphics/text.”
“Very
good. Thorough. Lots of fun. A lot to take in at once, but interesting
to see how disproportionately affected the developing world is, when compared
with the west.”
“Concise.
Thorough. This was a very good exercise strategy. Today demystified my
existing knowledge and was beyond my expectations.”
“Very
interesting. Today enabled me to be informed about all different types
of STIs, and differentiated bacteria, viruses etc. Very enlightening!”
“Again,
very useful. Lots of knowledge gained. Very enjoyable day and I have gained
a lot to pass down to students/colleagues/friends.”
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Drugs
and Sex day:
“Very
educational. Lots of new information. Today made me take a different view
of drug users.”
“It
was good. At times it was too deep for me but I’ve gained a lot today.”
“I
find the whole area of drugs fascinating. Today’s session has enhanced
my interest. You made me nervous during your syringe demo!”
“Some
was too detailed for me to use with young people, but it was interesting
for me.”
“10/10
throughout. Very good.”
“10/10
throughout. Certainly a lot I didn’t know, but know now.”
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Men’s
Health and Other Issues day:
“9/10
throughout. It was very interesting and was beyond my expectations.”
“9/10.
Very interesting. I particularly enjoyed the stats and informal discussion.
It was all excellent.”
“Follow-up/update
would be helpful and an opportunity to meet up again, refresh our knowledge
and see how we’ve put SEXplained… into out work. It was most
enjoyable and very interesting. 9/10 throughout.”
“9/10
throughout. The course was beyond my expectations.”
Pilot
trainees were drawn from various occupations: Student Liaison Officers
(2), Sexual Health Outreach Workers (2), Residential Social Worker, Doctors’ Receptionist, Peer Educator. They were of various ages and educational
backgrounds.
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and content.
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