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Sing the song learnt in Module 1 Unit 2, “Touch Your Knees, Touch Your Toes” to remind children that their bodies are good and made by God!
Explain that our bodies are made by God and given to us as wonderful gifts that deserve our own and others respect. So we need to know what is appropriate and inappropriate in order to keep ourselves safe.
Ask children if they are ready to “Talk PANTS and stay safe”, then:
1. Read with children the PANTS rules on Slide 3.
2. Take each sentence in turn and explain what each letter of PANTS stands for (Use Appendix 1: PANTS Poster to help with this).
3. Depending on their age, encourage children to say it out loud as a chant to help them remember it.
Facilitate children designing and making their own paper pants using Appendix 2: PANTS Template, or by designing their own pants shapes.
Extension. Each pair of pants could have one of the PANTS letters on them, so that there are multiple complete versions of ‘PANTS’. You might like to display the pants around the classroom to reinforce the PANTS rules.
To reinforce learning so far, show the Pantosaurus film. Encourage children to sing along!
Extension. Replay the song until children know it off by heart. You might even like to add actions or dance moves! This could be done on consecutive days rather than all in one session.
The following activity should help children to appreciate their bodies as a special gift from God – nothing is shameful, every part is special! But there are some parts of our bodies that are private.
NB. Please refer to Module 1, Session 2 for guidance on labelling parts of bodies. Also, consult your school’s RSE policy to discern best practice for discussing and labelling genitalia. Further guidance on this is given in the Module Overview Teacher Training Video [link to be added]
Sensitively facilitate the following activity:
1. Draw a body shape on a big sheet of paper. If you wish, this could be lifesized, drawn around a child. At the top write “My body is a gift from God!”
2. Ask the children to help you label each part of the body, discussing what language is appropriate to describe the parts of our body.
3. Identify what area is covered by pants (use the pants the children designed for this). Explain that we shouldn’t be ashamed of these parts – God made them too! But they are private.
4. In measured terms explain that the pants region shouldn’t be touched. Say that there are special circumstances when touching is OK, which you will cover next.
**** Pause the session here if you wish, to continue another day. If continued another time, start the new session with a review of the PANTS rules on Slide 3.
Ask the class what they think the differences are between appropriate/‘good’ touch, and inappropriate/‘bad’ touch. Explain that touch can be good, bad or unwanted, and can lead to positive or negative feelings:
1. Say that ‘good’ touch should make a person feel positive – like hugs and kisses from family members. Talk to the children about why people might touch them:
• To show affection (hugs, kisses, cuddles)
• To keep them safe (holding their hand when they cross the road)
• If they’re ill or hurt (doctors and nurses).
2. Then talk about touch which maybe doesn’t feel good but is necessary such as:
• grabbing them to stop them running into a busy road, or other danger
• examination by a doctor or nurse (explain that they can always ask for a trusted adult to be present, e.g. their parent or carer).
3. Reinforce that if someone needs to break any of the rules of PANTS they should explain why. Children can say no, and should never be forced to keep secrets that make them feel worried or uncomfortable.
4. Make sure the children understand that they should not be asked to keep secrets that involve touch, giving this example:
• “A parent’s friend comes into your room and gives you a hug and a kiss, then they tell you it’s a secret and you shouldn’t tell anyone.”
• Explain to pupils that if they are being asked to keep secrets by people and don’t understand why, they should talk to someone they trust about them.
5. Finally discuss ‘bad touch’. Avoid any discussions about abuse but reinforce that if they feel uncomfortable about touch they should talk to someone they trust.
NB. If the class have covered Module 2, Unit 2, Session 1: Special People, they will have completed a similar activity identifying their ‘Super Special Squad’ and what it is that makes those people special. If completed, this activity can be referred back to to help with the activity below which has the added focus of being able to confide in and trust in their special people.
1. Lead a discussion asking the children to think of different types of helpful people. Explain that people who they can trust and who can help might be very different for different people and could include a parent, a sibling, a friend’s parent, a parish priest, a teacher, a police officer, etc.
2. Pupils should write or draw a list of the people they trust most. Each child should create their own individual list. Ask them to think of people in their life who they feel they could confide in and trust and that they feel safe with.
3. Encourage children to make their lists personal, (e.g. rather than just ‘police officer’ or ‘family’, they should write ‘PC Paul who lives next door’ or ‘Auntie Steph.’) Have children write their own list and keep it somewhere safe.
Review and reinforce the PANTS acrostic. See if the children can remember it. You might like to review the Pantosaurus song too!
Extension. Working in small groups, give each group a line of the PANTS poem, and ask them to practice and perform it to the class.
(E.g: An adult neighbour stole a bike and is hiding it in the woods and tells you and a small group of friends to keep it a secret. Because no adult or anyone in authority knows, it is a bad secret.)