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Published: 16 November 2018

Same sex versus mixed classes

I have often heard and read reports of practitioners’ preference for same sex classes or groups.  Usually, these are supported by the observation that with same sex classes they are able to elicit much more ‘open’ and ‘honest’ discussions.  Certainly, it is true that boys will express themselves differently when they are referencing their beliefs and behaviours against an audience of other boys.  Likewise, it is common for girls to feel more comfortable if they are discussing ‘taboo’ subjects such as managing their periods or masturbation in the absence of boys. Whilst not wishing to discount these observations, it is also true that same sex groups run the risk of having the ‘normalising’ effect of censoring minority or non-gender stereotypical viewpoints.   Context is everything, and while there are pros and cons regarding same sex classes, this capacity of same sex groupings to afford a valued sense of privacy can often be effectively utilised in small group settings within a mixed class.

Same sex groups in a mixed class

If, as is often the case, a class organises itself into small group based predominantly on gender, it is useful to set up the tasks in such a way as to signal that there will be a formal, ‘out-loud’ sharing of their ideas with the rest of the class and that each group should chose someone who is going to represent them.  This allows the class to get on with the task in the relative privacy of small group work whilst reducing the anxiety of the responses appearing to represent an individual’s personal belief or viewpoint.  The conventional nature of groups taking turns to feed back to the whole class can be enhanced if the facilitator gives them time to write down the groups' responses first and rehearse it. 

Some tasks, for example those involving preparing and reading back short scenarios, can be nuanced and lend themselves to either male, female or mixed groups. Although we tend not to specify gender, it is always intriguing and often generates discussion when learners play unexpected gender roles.

Promoting novel interactions between genders and other groups 

Our position is that we aim to make mixed classes the default configuration for RSE, simply because we are trying to stimulate forms of learning which enable people to hear a wide and inclusive spectrum of viewpoints and practice the skills of interactional competencies.  If one group expresses, say, a stereotypically masculine perspective such as, “Boys are more interested in sex, while girls are more interested in relationships”, the facilitator can politely acknowledge that viewpoint and then go on to ask the whole class if everyone agrees with it or if this true for everyone.

Skilful classroom management which anticipates responses as presenting opportunities to open up a range of unconventional or novel dialogues between genders (or otherwise marginalised and underepresented groups) is central to implementing an inclusive and skills-based curriculum.

If you have found this an interesting read, watch this space.  Over the next few weeks I will be  discussing some more aspects of how to get the best out of small group work.

Please feel free to phone me: on 01393 829450 or by email at: This email address is being protected from spambots. You need JavaScript enabled to view it.  

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Published: 11 November 2018

What the expert say

Experts in relationships and sex education, such as the Sex Education Forum and the PSHE Association, frequently promote small group activities as a highly effective teaching method. So, what are its advantages and challenges and are there any pitfalls compared with, say, a whole class activity or discussion?

What has Apause found?

When developing new resources Apause collaborates closely with young learners, alongside adult and peer facilitators. We have learned, during 25 years or research, what most teachers quickly discover - there is rarely one simple solution.  These are just some of the considerations we have had to wrestle with when thinking about group work: group size; gender mix; self-select or teacher assigned; ability matching; group privacy versus teacher intervention; activation of different language forms; and being creative and fair when facilitating small group feedback to the whole class.

Group Size

When it comes to group size, we have a basic rule of thumb – aim to divide the class into seven groups.  Why? Because if you plan your resource design and feedback for seven small groups in classes of between twenty-one and thirty-five, your small groups sizes will always work out between three and five.  This seems to be the optimal range and you can then develop the activity so that everyone has a good chance of getting involved.

Self-select

If you allow them to self-select then, usually, they will be sitting near their friends and those will be the people they feel most comfortable talking with and with whom they feel most able to develop their thinking around sensitive issues.   This is important, because these emerging friendships are often the social bases of advice, norms and approval that young people seek as they navigate their way through the challenges of adolescent relationships. 

Any pitfalls?  Inevitably. Some classes form themselves into groups in which one or more individuals are left out.  Some learners prefers it that way, but remember, we are trying to develop relationships skills, so good facilitators quickly explain this exercise can only be done in a group and use their knowledge of the class to integrate the outsiders with an appropriate group, or help them form a group of their own.  This should not appear personal or coercive, just a logistical necessity.  If the learners still do not consent, we provide extra sets or components of the resource so that they can work individually and still be involved in class feedback, but ideally this is a last resort.

.Beyond the classroom

If your session is designed to stimulate ‘appropriate’ forms of social interactions, then these will carry through beyond the classroom and into the learners’ social worlds. This is where health education in general, and relationships education in particular, really needs to have an impact if we want to lay any claim to their effectiveness.

If you have found this an interesting start, watch this space.  Over the next few weeks I will be discussing some more aspects of how to get the best out of small group work.

Please feel free to phone me: on 01393 829450 or by email:  This email address is being protected from spambots. You need JavaScript enabled to view it.  

David Evans is the Chief Executive of Apause and the Health Behaviour Group and is a PhD student at Goldsmiths, University of London.