Relational and sexual diversity

Relational and sexual diversity refers to the different ways in which people shape their relationships and experience their sexual preferences. It includes the recognition and acceptance of different sexual orientations, gender identities and expressions, as well as various forms of relationships.

Relational and sexual diversity can be linked to several minimum objectives of third-level secondary education. It is important to still pay attention to this within the third grade, as pupils would like to learn more about relational and sexual diversity in addition to the biological aspect of reproduction.

Some minimum objectives of key competence 7 (civic competences including competences relating to living together) and key competence 4 (digital competences and media literacy) are addressed here.  

*Minimum Goal 05.01: Students interact respectfully and constructively with others taking into account each other's boundaries.

Background information on this educational objective:

  • This is minimum target 05.01 (all finalities).
  • Key competence 5: social-relational competences
  • Place within the curriculum of free education: III-GFL-ddaa 6
  • Place within the curriculum of community education: BV3_05.01

Showing respect for relational and sexual integrity is part of this.

Relationships, love and sex

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Body image

Many young people struggle with their body image. It can be useful to talk about this in class. You can start the conversation using this teaching material.

Transgressive behaviour

*Minimum Goal 07.03: pupils explain how different forms of diversity enrich and challenge coexistence

*Minimum Goal 07.02: Students reflect on the relational, multi-layered and dynamic nature of identity

Background information on this educational objective:

  • These are minimum objectives 07.02 and 07.03 (all finalities)
  • Key competence 7: citizenship competences including competences on living together
  • Place within the curriculum of free education:
    • III-GFL-ddaa 3: The pupils reflect on their own identity
    • III-GFL-ddaa 4: The pupils engage in dialogue about the relational, dynamic and multiple nature of identity
    • III-GFL-ddaa 5: The pupils explain how different forms of diversity are enriching and challenging for living together
  • Place within the curriculum of community education:
    • BV3_07.02: pupils reflect on the relational, multi-layered and dynamic nature of identity (majority, minority; social cohesion, solidarity, us-versus-them thinking, social polarisation)
    • BV3_07.03: pupils explain how different forms of diversity are enriching and challenging for living together.

Sexual orientation

Gender identity

Childbearing among LGBTQI+

Young people today feel that they are still too uninformed around the possibilities of becoming pregnant if they are not part of a heterosexual couple. Lesbian or single women should use a sperm donor to become a biological mother, homosexual or single men should use a surrogate mother to become a biological father. Below you will find teaching materials on fertility treatment, sperm donation and surrogacy. New family forms and social parenthood are also discussed.

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Philosophy of life and fertility/sexuality

The way philosophies approach sexuality can vary greatly depending on the specific religion, philosophy or spiritual tradition. Some religions have strict rules and regulations regarding sexuality, while others have more liberal views. The relationship between worldview and sexuality can lead to challenges, conflicts and discussions. It is essential to promote respectful dialogues and open communication, recognising the rights, dignity and freedom of all individuals, regardless of their sexual orientation or gender identity. Using the learning materials below, the classroom conversation can be started around this.

*Minimum Goal 04.02: Students respect ethical, social and legal rules when using digital technology.

As sexual exploitation among young people often occurs in combination with the use of digital technology, this minimum target is also addressed in this learning line.

Background information on this educational objective:

  • This is minimum target 04.02 (all finalities)
  • Key competence 4: digital competences and media literacy
  • Place within the curriculum of free education: III-GFL-ddaa 19: pupils respect ethical, social and legal rules in their use of digital technology
  • Place within the curriculum of community education: BV3_04.02: pupils respect ethical, social and legal rules when using digital technology

Porno and sexting

Online cross-border behaviour: grooming and sextortion

Disclaimer

The words "woman" and "man" are increasingly ambiguous concepts and should be avoided where possible. For ease of communication on this platform, we use the terms "woman" and "man" when providing information about biological processes. In this context, the term "woman" refers to a person with "female" sex characteristics (e.g., vulva, uterus, ovaries, etc.), and the term "man" refers to a person with "male" sex characteristics (e.g., penis, testes), although we are aware that:

1) There are many intersex individuals or individuals with variations in sex characteristics;

2) There are many people for whom gender identity does not fully correspond to or align with sex characteristics.

When providing information about relational aspects, however, the term "woman" does not refer to biological characteristics, but rather to gender. This also includes trans women (individuals who were legally registered as male at birth based on sex characteristics but have a female gender identity) and intersex individuals (born with variations in sex characteristics) who identify as women. Similarly, the term "man" refers to gender in this context, including trans men and intersex individuals who identify as men.