Tuesday, 4 April 2017

Research ((Opinions into the sex education system))


Opinions into the sex education system

Person 1 Transgender/non-binary- "It's basically as if trans people don't exist within the concept of sex, nor LGBT people at all. The only couples that we talk about are cis straight ones. Sitting there as kid who's questioning and being shown "this is what's normal" is crushing because it feels like there's no space for you in the world. It's also really unhelpful for cis straight kids too because they have no exposure to LGBT people so they never see anything beyond this idea of normal either. I asked one of my teachers why there's never any LGBT content and I was told that was "inappropriate". Basically the education board seems to have forgotten that we exist."

Person 2 Agender/non-binary- "Sex education on the national curriculum does not draw enough attention to sexual diversity and uses very cisnormative language, equating penises to being a man and vaginas to being a woman. Intersex people were never spoken of and trans issues remained hidden during the only discussion on LGBT issues (which consisted of PowerPoint with a slide of gay celebrities and a caption that read "these people are gay, do you feel any differently about them now you know this?" yes, really).
The curriculum surrounding sex education did not provide me, or other LGBT folk, with any knowledge or resources. This resulted in me identifying (unhappily) as male for THREE YEARS after i discovered transgender people. Because if I wasn't female, I MUST be male, right? More needs to be done about sex education in schools to help LGBT youth discover themselves. It won't make more kids gay/bi/trans, it'll make more kids themselves"

Person 3 Agender- "Something which has always eluded me is what is the point of sex education? Literally, what is the point? In year 6, we had “sex education”, it wasn’t really. It didn’t mention sex, nor relationships. It was more puberty education, but all I remember is being told we need to wash our hair more as we hit puberty. Thanks. We were told that if we had any questions we had to write them on a piece of paper and put them in a box on the front desk. I understand it’s embarrassing to ask some questions, but the point is- it shouldn’t be. I shouldn’t be made to feel that asking questions about sex is so shameful I can only ask them anonymously. Sex education in high school, was again not sex or relationship education. Instead it was biology: we labelled diagrams. Thanks, now I know where ovaries are. In PSE/PSHE we had one lesson about contraception (this lesson also included drugs, it was kind of Two Awkward Subjects In One). The only thing I remember is a video of a couple going into a shed to have sex. The teacher mentioned ‘Dutch Double’, which is, I think, where you use condoms and the pill. Everything I know about sex, I know through TV/media, friends, and Google. Quickly: I understand British people to be awkward about sex. Someone suggested to me the other day that this is because we don’t dance, if you look at Latin American dance it suggests they have a much healthier relationship with their bodies. Having said that, I am more awkward talking about sex than most. I wonder (and I have to say wonder, because I am not yet sure how to label myself) if this is because I am uncomfortable with the term “heterosexual”. I have considered asexuality, and bisexuality, but I’m not quite certain and that’s okay. The embarrassing thing is, I didn’t even know what asexuality was until a few years ago. Becoming more and more common is transgender/non-binary gender, which I didn’t know anything about until my Dad came out as transgender two years ago. My Dad has grown up and lived not knowing what was wrong with him/her. This is not how people should be made to feel. Equally, one of my best friends now identifies as gay, but, as is quite common, he went straight-bi-straight-gay-bi before finally realising he is gay. As I am a drama student, I met very early on lots of gay people, and it was a fairly normal part of my teenage life. A friend of mine is a devout Christian and until she went to university hadn’t really met someone who publicly identifies as homosexual. She messaged me saying “gay people are so much fun!” a few weeks into university (we shall ignore the blatant, but accidental, homophobic pre-justice there!). She also said she was never against homosexuality, she just doesn’t encourage it. That, in itself, shows just how lacking LGBTQ+ sex/relationship education is. I once asked in a school council meeting if we could improve sex education, and I was told it was up to the government. Bullshit is it. It’s up to individual schools to stop wasting our time in RE/PSE classes reading the same Eurocentric, heteronormative, misogynist crap we’re taught and teach us something useful! Teach us about safe sex, teach us how a relationship works, tell us what oral sex is, tell us that women should be comfortable to get pleasure from sex because they are not flesh-lights, tell us what sex toys are, tell us that masturbation is not shameful, then tell us how babies are made."

Person 4 ((French)) Transgender- “well sex education pissed me off. I tried to ask questions to the teacher about sex between two mans or two woman, or even for people in between, and the teacher just ignored me, while the whole class was laughing. i don't know, i was curious and just ended making myself look stupid it really made me uncomfortable, and made me thinking that i was weird i think that should change because i know that man other people ended like me many* and that many kids were feeling bad about this sorry that's a topic that really makes me angry”

Person 5 Questioning- “okay so all i remember for sex ed was basics, like we were taught about things we already knew really or like what parents would tell their kids. There wasn't much diversity at all, for the girls we were taught about straight sex and protection and everything but there was nothing on gay sex. They didn't teach us about other genders or homosexuality at all, i feel like their method was 'make sure they don't get pregnant' rather than teach everyone about love and what not. Schools should teach kids about the variety of genders and sexualities because there are so many kids questioning themselves and if they don't get told about it they think of themselves as abnormal and can cause them distress and mental problems. Honestly I remember leaving the class and thinking 'that wasn't helpful to me at all', people like me have had the internet to rely on because we know that we will not get taught it in school.”

Person 6 Mother to 2 kids in secondary school- “they said no one talks about sex ed!! They've not done anything about gender preferences or how someone feels being in wrong body etc”

Person 7 Mother of 3 kids who were homeschooled- “They actually covered this in school, although we still had conversations at home regarding sexuality and gender diversity. I think we just talked about gender roles as perceived by society, heterosexuality and homosexuality and gender fluidity and whether people are born that way or decide for themselves at puberty (or maybe before). How people who are not heterosexual are often treated by society etc. How men and women should be treated as equals. Not to be homophobic. Pink toys and Blue toys and how ridiculous that is. They all played with dolls and a kiddie kitchen, by choice. The glass ceiling for women and how it is slowly changing. Prominent women in politics, science and business etc."

Documentaries: Research Section 28

 

Section 28 research 

**Section 28 LGBT History Month**
Section 28 was enacted on the 24th of May 1988 and repealed on the 21st of June 2000 in Scotland, the rest of the UK followed on the 18th of November 2003 by section 122 of the Local Government Act in 2003.'The amendment stated that a local authority "shall not intentionally promote homosexuality or publish material with the intention of promoting homosexuality" or "promote the teaching in any maintained school of the acceptability of homosexuality as a pretended family relationship". '
**Guardian November 2003** 
From midnight the section 28 legislation described by some as "pernicious" and "homophobic" will be repealed.
'Section 28 of the Local Government Act 1988 prohibited local authorities from "promoting" homosexuality or gay "pretended family relationships", and prevented councils spending money on educational materials and projects perceived to promote a gay lifestyle.' However Tory-led Kent county council has decided to keep the spirit of section 28 by being the only authority in Britain to fashion it into the curriculum of its 600 schools. 
"In July 2000 Kent county council (KCC) agreed a policy...which said, 'KCC shall not publish, purchase or distribute material with the intention of promoting homosexuality."
"This in no way was a statement against homosexuality, and it certainly was in no way against school sex education including an understanding of homosexuality. It was against the 'intentional promotion', which is very different."
"This is particularly important in primary schools and has widespread support among parents. I have, however, said repeatedly that neither the county council nor I myself have any view other than understanding about adult homosexuality, and ... what two adults do is entirely up to them."
'However, on the Kent Conservatives' website, a page topped with Sir Sandy's picture quotes him as saying: "We must protect our children as they grow up. We believe that Section 28 is right in prohibiting the intentional promotion of homosexuality in our schools.'
Ben Summerskill, the director of Stonewall, said: "Its removal is hugely important because it is totemic ... It was deliberately designed to stigmatise and demean 3 million people."
'Section 28 was first proposed in a private member's bill by the independent peer Lord Halsbury, and tabled in December 1986. It was not aimed at "responsible homosexuals", he had said, adding that there were homosexuals who "would no more molest little boys than a responsible adult would molest little girls".
However, there were "sick" homosexuals, "suffering" symptoms of promiscuity, exhibitionism, "boasting" of homosexual achievements and an urge to persuade other people that their way of life was a good one. He said they acted as "reservoirs" for venereal disease.'

Friday, 31 March 2017

Documentaries: Treatment


Treatment
By Zak and Danny

Main characters / interviewees


Skye (They/Them) - transgender/non-binary/Agender 19 years old came out at 14 “The curriculum surrounding sex education did not provide me, or other LGBT folk, with any knowledge or resources. This resulted in me identifying (unhappily) as male for THREE YEARS after i discovered transgender people.” This excellently kicks off the discussion that sex-ed is failing to represent an audience that may need it desperately, often negatively affecting mental health and supporting the agenda of ignorant schoolyard bullies. Contrast with Molly
Elisha (19) - Questioning
Molly (13) - secondary school cishet student (daughter of Debbie and Darrell) This interview backs up the points made by Skye but from a different perspective, giving a different view on the topic but maintaining that this is a real and very serious subject.
Debbie (49) Darrell (49) - Parent of 4 We also meet Molly’s parents, Debbie and Darrell who tell us whether they would feel confident and comfortable answering their daughter’s questions about sex, sexuality and gender or whether they think it’s very much an educator’s job. Chloe -- Asexual 19 years old
Stuart Jeffery - Green Party Rep
Hilary Cooke - MGSD Centre Rep following Medway Gender and Sexual Diversity Centre sex-educators into schools to see where effective and honest information is available for young people.
Anjali - Indian student studying in Rochester (Danny and Jack’s flatmate)
Holly - bi 18 year old
QUOTES (ONLY):
Libby (They/Them) --- transgender/non-binary 14 years old

Locations


London

Miadstone tv studios

University for the creative arts

Brighton secondary school

Brighton highstreets

Farnborough

Aldershot

Whether using a presenter / reporter


We are not using a presenter but we are having a voice over narrator to help the narrative of the documentary move forward smoothly. We are having a mix of voice over between interviewees also to introduce the documentary and finish it but most importantly take you through the story being shown. We are not having a interviewer because we thought it might be a bit distracting for the documentary. There will also be voiceover for a part where we will talk for people who didn't want to be filmed or known on camera.

Transmission time / channel / platform


Past watershed somewhere between 8 - 10 pm due to the topic of sex being the underlying subject that is unsuitable to be shown to an audience of under 18 as laws and regulations set by Ofcom.


We will be airing this program on BBC three which is now an online platform.

Target audience


As we are airing this on BBC three we want to meet their target audience which are:
Gender - (mainly) Male
Age - 40 - 45 year olds
Social grade - ABC1
Top regions - west country ( yorkshire, east anglia)   
Have an interest in finance, science, music and entertainment.
Hobbies - photography and being online
Personality - knowledgeable, funny, analytical, self-conscious, disorganised, stubborn.   
Politics - left
Monthly spare -  £125
Online for 26 - 30 hours online p/w
Watches tv for 21 -25 hours watching tv p/w

‘The Birds, the Bees and the Rainbows’ is part of a series of short documentaries looking at ‘Teen Spirit’, commissioned for BBC Three’s online channel. The show is a detailed examination of the representation of gender and sexual identity within modern sex-ed. Modern schools aren’t teaching what they legally should, minimising LGBTQ+ representation to give heteronormative lessons that can have a damaging affect on many young queer people. With a specific focus on the demographic of young, LGBTQ+ people, ‘Birds, Bees & Rainbows’ combines interviews with a variety of people from all backgrounds and beliefs to reflect BBC Three’s usual 16-34 demographic.
Interviews are being conducted with individuals of varying ages, sexualities, genders, backgrounds and beliefs in order to give an unbiased view, get a fuller understanding of our topic and most importantly show that this isn’t an isolated experience.
But as a group we are also targeting teens between 13 - 17 year olds and parents with teens in secondary school as we are looking at the effectiveness of sex education in schools and whether they do or should incorporate different sexualities and gender. We are also targeting all genders and sexualities and though who do not yet know as an attempt to educate and hopefully help people.
This will be a stand alone film but it will have the potential to carry on to be a series if need be.  
The documentary will focus heavily on interviews which can become a little boring and disengaging for viewers. To combat this in an effective and informative way, we’re heading to Brighton to visit a school that is highly reputable for its approach to sex education. Their own sex ed guidelines build on the government curriculum, adding in multiple own guidelines such as: “personal responsibility in all forms of behaviour, including respect and consideration for others regardless of gender, race, religion, disability and sexual orientation;  Opportunities to understand and accept difference and diversity.”

Documentaries: Contacts



Contact list



Green - Filmed
Red - Dropped out / Unavailable

People:

Elisha(19, Aldershot) Pansexual

Elisha (Elie) is a long time friend of mine from school who came out during school to us all.

Debbie(49, London) Mother
Crews family
Darrell(49, London) Father
Crews family
Molly(13, London)  secondary school cishet student
Crews family
Tommy(16, London) Bisexual College student

Crews family
Holly(18, London) Bisexual

Tommy's friend
Jenny(London)

Holly's mum
Chloe(19, London) Asexual
I came into contact with Chloe through a mutual friend unfortunately due to scheduling issues we weren't able to film her.
Skye Transgender/non-binary/Agender 19 years old came out at 14
Skye is an old friend from my secondary school who came out as trans in around year 9 and now identify as non-binary. Due to their working schedule we were not able to film Skye.
Jo(Mother of secondary children)
Jo is a friend of my family with three children in school 2 of which in secondary school, unfortunately due to her living so far away it wasn't practical for us to travel over there.
Zoe(Secondary school teacher)
Zoe is an old teacher of mine and a family friend, she did not want to be filmed and we were not able to get a quote from her.
Libby(14, East Sussex)Trans
After I contacted a trans support group on Facebook their lead admin put me in touch with Libby and Mao. As Libby is 14 and not yet out to their family we decided it be best to not use them on camera
Mao(Normandy)Trans

Mao got in contact with me after I reached out to the trans support group, unfortunately after we found found out Mao was from France we simply weren't able to go over to get footage instead we gathered a quote.
David(Bristol)Gay
David is someone who knows my family, unfortunately because he is deaf we didn't leave enough time to get things such a interpreters so that we could communicate with David easily.

Beth(Farnham)Bi

Beth was someone I found through UCA Farnham, timings meant we weren't able to got back to the Farnham area to film with her.
Olivia(Michigan)Pan

I found Olivia through a Bisexual and Pansexual support group as she is in Michigan we weren't able to film with her but we did receive a quote.

Organisations:

Blatchington Mill (Progressive Brighton school)
Thomas Aveling School
GIDS (Gender identity development service)

GIRES (The Gender Identity Research and Education Society)

Stuart Jeffery - Green Party Rep
Hilary Cooke - MGSDC

Thursday, 30 March 2017

Documentaries: Research "gires"


"gires" Gender Identity Research and education society

GIRES is a charity that collaborates with other groups to "hear, help, empower and give a voice to trans and gender non-conforming individuals, including those who are non-binary and non-gender, as well as their families".
They contribute to policy development regarding equality and human rights for people in the LGBTQ+ community **especially within health care** GIRES provide training, e-learning and information to public and private sector organisations.
AIM: "to improve substantially the environment in which gender non-conforming people live. GIRES upholds the right of all those who do not fit the typical boy/girl, man/woman tick boxes, including people who intend to change gender role completely and others whose gender identity is non-binary, to live proudly in a society that celebrates diversity."
GIRES contributes to de-psychopathologising ((Psychopathologie=the study of mental diseases and their causes)) gender non-conformity and has:

"(a) ensured that the UK’s Good Practice Guidelines for the assessment and treatment of adults with gender dysphoria adopt the World Professional Association for Transgender Health (WPATH) description of this condition as “not negative or pathological” and

(b) supported the World Health Organisation’s move to take account of current scientific research and transfer the condition out of the mental and behavioural disorders section of the International Classification of Diseases."

Individual Help:
"In the UK, around 650,000 people, 1% of the population, are estimated to experience some degree of gender non-conformity. GIRES and the other support groups receive a stream of requests for help from individuals with a wide range of needs, for instance: 
a child not being allowed to use the appropriate toilet in school
a wife who has just learned that her spouse intends to change gender role
an employee intending to undergo transition at work
a patient being denied proper gender reassignment treatment."

Empowering Gender Nonconforming Young People:

In collaboration with Mermaids ((a group who raise awareness about gender issues to the general public, the campaign for the recognition of gender dysphoria **a condition where a person experiences discomfort or distress because there's a mismatch between their biological sex and gender identity**))GIRES has been campaigning since 
2000 for the NHS to make puberty suspending medication available to gender non-conforming young people in accordance with the international guidelines. The NHS adopted this approach partially in 2011 and then fully in 2014. 
**Hormone therapy on the NHS**
If a child has reached puberty and has gender dysphoria, they can be treated with "gonadotrophin-releasing hormone analogues". These are man-made hormones that suppress the hormones naturally produced by the body. Gonadotrophin-releasing hormones suppress the hormones produced by your body. They also suppress puberty and can help delay potentially distressing physical changes caused when someone who has gender dysphoria body becoming more like their biological sex rather then their sexual identity, until they're old enough for other treatment options.

Support for Educators:

Information, advice and training are provided not only by GIRES but also by other supporting charities. The GIRES toolkit, funded by the Home Office, has been a valuable resource for schools to use in combating transphobic bullying. 
"However, the Department for Education (DfE) has made little effort to alert schools to the increasing likelihood that they will need to support a gender nonconforming person and inform them about the wide range of resources available."

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GIRES website: LINK
Hormone thereapy: LINK
Gender Dysphoria definition: LINK
Mermaids website: LINK

Wednesday, 29 March 2017

Documentaires: Research ((How is Sex Education taught in schools already?))


How is Sex Education taught in schools already?

**Sex and Relationship education guidance DOC**
This GOV document outlines that children (including those who develop earlier then average) need to be taught about puberty before any physical changes start. 

What is sex and relationship education?
"Lifelong learning about physical, moral and emotional development, as well as teaching about the importance of marriage for family life, stable and loving relationships, respect, love and care, it teaches about sex, sexuality and sexual health."
It involves teaching about reproduction, sexuality and sexual health, it doesn't promote early sexual activity or any particular sexual orientation.

Primary schools
Early primary years education in relationships focuses on friendship, bullying and self-esteem building. The transition year of moving from primary school to secondary continues to support children's ongoing emotional and physical development, as well as talking to parents about the school’s overall policy for sex education. Primary schools are expected to keep in contact with parents before the transition to secondary school about what will be taught.
Schools should have clear parameters on what children will be taught in the transition year before moving to secondary school. 
This should include: 
● changes in the body related to puberty, such as periods and voice breaking 
● when these changes are likely to happen and what issues may cause young people anxiety and how they can deal with these
● how a baby is conceived and born

Secondary schools
Secondary schools should set sex education within a broader base of self-esteem and teaching students responsibility for their actions.
Secondary schools should: 
● teach about relationships, love and care and the responsibilities of parenthood as well as sex
● focus on boys as much as girls 
● build self-esteem
● teach the taking on of responsibility and the consequences of one’s actions in relation to sexual activity and parenthood
● provide young people with information about different types of contraception, safe sex and how they can access local sources of further advice and treatment
● use young people as peer educators, e.g. teenage mothers and fathers
● give young people a clear understanding of the arguments for delaying sexual activity and resisting pressure
● link sex and relationship education with issues of peer pressure and other risk taking behaviour, such as drugs, smoking and alcohol
● ensure young people understand how the law applies to sexual relationships. 
Pupils should learn about human sexuality, learn the reasons for delaying any sexual activity and learn where they can get appropriate advice on sexual health.
As part of sex education students should be taught about the importance of marriage for family life and bringing up children.
It should also help them to be aware of their sexuality  and help them understand sexuality.

Sexual identity and sexual orientation
It is up to schools to make sure that the needs of all pupils are met in their sex education programmes. Young people, whatever their developing sexuality, need to feel that sex and relationship education is relevant to them. There should be no direct promotion of sexual orientation. Sexual orientation and what is taught in schools is an area of concern for some parents. Schools need to be able to deal with homophobic bullying. 

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Website/PDF online: Sex and relationship education guide- **JULY 2000** www.gov.uk/government/uploads/system/uploads/attachment_data/file/283599/sex_and_relationship_education_guidance.pdf

Documentaries: Actuality workshop---Making Ropes



Documentary: Actuality Workshop


Edited by Jack Nix
Filmed by Zak Wilkins
Sound by Danny Lewis and Victoria Simmonds


We were tasked with filming actuality shots for the rope making process across three different locations.
This was a really informative learning experience for me in that we learnt; how to cope with sound (radios and people talking as well as machinery), to have confidence when asking people if we can film them doing things and how to film around things such as teaching groups and the general public.

Feedback:

  • Hold a shot for a least 10 seconds
  • Don't impose camera movement on a static object
  • A maximum turn for a pan is a 45 degree angle otherwise it's way too long
  • Use a tripod
  • Hold the shot when the subject leaves the frame
  • When sequencing; tight shot on hand, tight shot on face, general overall shot

Production: Role research

To better understand my crew's roles and how I fit in with how they are working I did research into all four roles and what they do dur...