Sex doesn’t change; it is the attitude of young people to sex that changes and that’s the problem

In debating sex and sexuality there are two issues: context and expectation.

Nudity and sex have different meanings in different contexts and as expectation changes following the growth of unbridled pornography available to anyone who seeks it on the internet.

So we may ask, in this era of dramatic change, amidst a million contexts and varying expectations, what determines the appropriateness or otherwise of any picture or behaviour? What makes some contexts more or less appropriate than others?

Considering this topic helps to lead us towards the most effective ways of dealing with sex education – for it suggests that by focussing on a very specific topic or issue it is possible to lead into much more productive and insightful discussion and reflection than through the use of less focussed activity.

Thus in the chapter “Nudity and the Media” in the copiable volume “Sex and Sensibility”, the sex and relationships course for secondary schools, we consider the issue of the cover of a parenting magazine which showed a mother breast feeding a child – a picture which itself brought outrage and opprobrium. Context and expectation appears to be everything.

This is one of 60 such topics gathered together in 12 modules, ranging from the opening section on “Being human” through to modules on “The Right Pace”, “Peer Pressure”, “Sexual Orientation”, “Sex and Language” and “Sex in the Media”.

Each topic contains a whole series of activities for the students to participate in, which can be used as either whole class or small group discussion topics, as research topics and for written assignments.

Each area within the volume is itself used to explore wider connotations – and thus includes such areas as following fashion, one’s own look, influences, being oneself, how we see ourselves and so forth.

There are around 100 pages of activities and materials for the students, as well as over 20 pages of teaching notes and further information.

Sample pages can be viewed at

Publisher’s reference: T1760EMN      ISBN: 978 1 86083 754 8


  • Photocopiable report: £24.95 plus £3.95 delivery
  • CD with school-wide rights: £24.95 plus £3.95 delivery
  • Both the Ring Binder and the CD £31.94 plus £3.95 delivery
  • Prices include VAT.

You can purchase the report… please quote the order ref: T1760emn

Understanding what dyscalculia is can allow schools to help sufferers improve their maths and obtain reasonable results in their examinations

It is a strange but true fact that while most of us working in schools have come across dyslexic children and adults, many teachers have not had direct contact with anyone who is dyscalculic.

And yet dyscalculia is not only a genetic issue, as is dyslexia, it is also as common within society at large as dyslexia.

So why is it that we don’t come across dyscalculic children as often as dyslexic children?

The reason is probably that many schools recognise that they have a small number of children who are poor at maths because they have missed some schooling or failed to grasp specific lessons.

The nature of the subject, which is of course utterly cumulative, means that some children fail to grasp certain concepts simply because they failed to grasp what went before.

This is, of course, utterly different from English, where the fact that I might not be able to spell “was” does not mean I won’t be able to learn “because”.  In maths, however, if I can’t do division I will struggle to understand fractions.

Furthermore there can be social reasons why children do poorly at maths.  Missed time at school can be more detrimental in maths than in most subjects, and there seems to be a greater tendency for parents to suggest to their children that they never understood maths at school, so it just “runs in the family”.

In short there are many reasons why dyscalculia might not be seen as a special need but rather as a consequence of parenting, poor attendance, etc.  As a result specialist tuition and support may not be given as early as it might be with dyslexia.

Understanding Dyscalculia: An Introduction for Schools examines the five main causes of dyscalculia and sets out the methods of working available which can help pupils overcome their dyscalculic problems. The book contains short sections which can be photocopied to give out to other members of staff in school, to worried parents, and to governors, so that everyone can share in the awareness of what dyscalculia is, and how it can be tackled.

Above all the book shows that once we understand and accept the causes of dyscalculia we can adopt appropriate methods of teaching to overcome the problem. Research suggests that most children who gain appropriate help in school can overcome their dyscalculic difficulties and achieve an acceptable grade in secondary school examinations, thus allowing entry into further and higher education.

The book, which is available in copiable form so that it can be shared with colleagues throughout the school, is published by the Dyscalculia Centre, a leading provider of teaching materials for dyscalculic individuals. The Centre also publishes a range of books for special needs teachers working with dyscalculics, and provides on-line testing facilities for pupils and students who are thought to be dyscalculic.

There is a sample chapter available on-line at

Cat No: 978 1 86083 614 5;  Publisher reference no: T1628emn


  • Photocopiable report in a ring binder, £24.95. plus £3.95 delivery
  • CD with school-wide rights: £24.95 plus £3.95 delivery
  • Both the Ring Binder and the CD £31.94 plus £3.95 delivery
  • Prices include VAT.

You can purchase the book…