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Understanding by Design Unit Template

Title of Unit / Big Shine unit: Year 10 healthy lifestyles


Idea Drugs and alcohol (AD)
Sexual relationships and sexual health (RS)
Curriculum Area Health and Physical Education Time Frame 6 weeks (Start term 2-)
Developed By Madeline Cox
Class context The unit will be taught to co-ed year 10 healthy lifestyles class. Within this class there are a varying readiness and ability
within Healthy and Physical Education. The unit will be taught over 6 weeks composed of 1 double (85 minutes) and a single
(55 minute) lessons.
Identify Desired Results (Stage 1)
Content Descriptions
Being healthy, safe and active
Evaluate factors that shape identities and critically analyse how individuals impact the identities of others (ACPPS089)

Examine the impact of changes and transitions on relationships (ACPPS090 )

Propose, practice and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices
(ACPPS092)

Communicating and interacting for health and wellbeing


Investigate how empathy and ethical decision making contribute to respectful relationships (ACPPS093)

Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses (ACPPS094)

Contributing to healthy and active communities


Plan, implement and critique strategies to enhance health, safety and wellbeing of their communities (ACPPS096)

Achievement Standards
By the end of Year 10, students critically analyse contextual factors that influence identities, relationships, decisions and behaviours. They
analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional
responses to different situations. Students access, synthesise and apply health information from credible sources to propose and justify
responses to health situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their communities.
They examine the role physical activity has played historically in defining cultures and cultural identities.

Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and
problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement
concepts and strategies to new and challenging movement situations. They apply criteria to make judgements about and refine their own and
others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement
challenges.

General Capabilities Cross-curriculum Priorities


- Critical and creative thinking Sustainability:
Students develop their world view by exploring concepts of diversity,
- Information and communication technology
social justice and consumerism as these relate to the promotion and
- Personal and social capability maintenance of health and wellbeing

- Ethical understanding

Understandings Essential Questions


Students will understand that choices are dependent on a variety of What contextual factors can influence peoples choices? (ACPP5096)
external and internal factors.
What transitions can relationships have? (ACPPS090)
Students will understand that people have different life experiences and
opportunities. What can be done to enhance health, safety and wellbeing of yourself
and others? (ACPPS096)
Students will understand that contextual factors influence identities,
relationships, decisions and behaviours

Knowledge Skills
Students will know… Students will be able to…
Students will know that personal factors that can influence choice includes Students will be able to observe, compare and describe a variety of
personality, constitution, sense of self and psychological state. influences that impact people’s choices.

Students will know that good health choices are ones that have a positive Students will be able to identify and evaluate appropriate choices in their
impact on your health and wellbeing and bad health choices will result in a lives and communities.
negative outcome on your health and wellbeing.
Students will be able to create and evaluate a visual and multimodal
Students will know the difference between positive and negative health campaign.
relationships.

Students will know a variety of strategies and positive choices they can
make to protect theirs and others health.
Assessment Evidence (Stage 2)
Performance Task Description
Students will be given a R.A.F.T assessment task, students will have the option of choosing from a variety of tasks that
require them to produce a form of a health campaign designed to promote awareness and understanding of others within
Summative
their community. The topics within the R.A.F.T (or tic tac toe) will include equality, sexual health, relationships of drugs and
assessment task
alcohol/safe partying.

Other Evidence
 guided conversations
 class discussions
 role play (scenarios)
 evaluation of scenes
 exit cards
 reflections
 Kahoot
 Matching activities
Learning Plan (Stage 3)
Week 1 lesson 1 (55 mins) Lesson sequence Explanatory notes

Learning objective: Introduction Required resources:


Drugs and alcohol- introduction to PowerPoint
drugs and alcohol. Outline of the topic overview for the term (2 mins) Brainstorming paper
Exit card on SEQTA
Discuss class expectations (4 mins)
Essential questions/key  There will be an anonymous questions box available through SEQTA for any Students will need:
discussion points: questions you may have Laptops
 Respect for each other, we all have difference experiences, knowledge and Pens
What do students know about understanding around these topics. Everyone has the right to speak.
drugs?  It’s important not to tell personal stories about ourselves or others that
involve the use of drugs, sexual activity or mental health concerns.
What do they believe influences  If anything, we discuss in the upcoming topics concern you, please talk to
peoples choices to take drugs? myself or Mr. Langley and we can help direct you appropriately.

Know
A variety of factors that influence
people to take or not take drugs
The names and types of different
drugs Body of lesson

What percentage of adolescents Explanation of the purpose of the unit: (2-4 mins)
take/use drugs
The main aim of this unit is to ensure that students have enough basic information to
Understand help them make good decisions should they ever be in situations involving drug or
Being educated can help students alcohol use, which might cause harm to themselves or others.
make informed decisions for their
health. Pre-assessment – what do students know about drugs and alcohol (8-10 mins)

Do In small groups I want students to answer the following:


Investigate and explain different  What are drugs?
forms of drugs.  Are they all illegal?
 What drugs do you know about?
Content descriptors  What are their effects?
(ACPPS089)  How accessible are they?
 What are the risks involved?

We will bring this back as a class and write some of these ideas on the board or
within a word document.

Fill in any gaps students may have.


**highlight that not all drugs are illegal

Explain what illegal and legal drug are (5 mins)

Show students statistics of adolescent drug use within Australia: (3-5 mins)
Is this as high as they thought it was? Yes/no
Are they surprised?
Does this show that not as many people as they thought may be taking drugs?

Students brainstorm in tables then class conversation: (3 – 5 mins)


Why do people take drugs?
What influences their decision?
Who takes drugs?
Discuss as a class why some people take drugs
Discuss why people choose not to take drugs
Show degrees of use
Group investigation task (15-20 mins)
-split students up into groups of 2-3
-give each group a drug to research (cannabis, meth, cocaine, alcohol, inhalants,
heroin & hallucinogens)
-answer the questions: what is it? What does it do? What are the long term and
short-term effects?
-students should gather enough information to give an insightful view of each drug to
share with the class.
-teacher to fill in any gaps next lesson

Conclude/check for understanding

Exit card (2-5 mins)


• The purpose of today’s lesson was?
• 2 things I learnt in class today where?
• One question I still have is?

Week 1 lesson 2 (85 mins) Lesson sequence Explanatory notes

Learning objective: Introduction Required resources:


Drugs and alcohol- PowerPoint
Play YouTube clip (5 mins) Brainstorming paper
the effects on your mental and - ‘Faces of meth’ https://www.youtube.com/watch?v=VsqVceV1bL0 Exit card on SEQTA
physical health. Using this video is a hook to give a visual representation to students on how drugs
can have a dramatic effect on their health. Students will need:
How to minimize your risks Laptops
Outline todays lesson (2 mins) Pens
Understand:
The impact and risks of different
substances. Body of lesson

Contextual factors influence choice PowerPoint: Recap of common drugs, stimulants, depressants and withdrawals
(25 mins)
Know: -Give students deeper information regarding common drugs including cannabis,
Immediate and long-term effects of pills/ecstasy, meth, cocaine, inhalants, heroin, hallucinogens, ‘legal highs’, and poly
a variety of illegal and legal drugs drugs use.
-for each drug we will look at what are they, their effects, different forms, different
names.
-what a stimulant/depressant does
a variety of strategies and positive -explain withdrawal/comedown
choices they can make to protect -doing this will cover any gaps from previous lesson.
theirs and others health.

That alcohol has the greatest harm PowerPoint: Focus on the risks of alcohol (20 mins)
rating for individuals and others of -look at statistics of harm caused by drugs, highlight that alcohol has the biggest risk
any drug. rating.
-question students why this is, look for answers including its legal, easily accessible,
The government recommendations it’s a social norm to drink in Australia.
for safe alcohol consumption -show images of sport endorsement, political endorsement and event endorsement of
alcohol consumption.
Do: -highlight key risks of consuming alcohol and the impact on the adolescent brain.
Students will be able to investigate
and analyse current alcohol Task 1 step 1: group investigation (10-15 mins)
consumption guidelines. -students will visit the below website and look at the government recommendations
for alcohol consumption
Apply their knowledge and make http://www.alcohol.gov.au/internet/alcohol/publishing.nsf/Content/guide-adult
recommendations/strategies for -students will take notes of the key points within the guidelines
themselves and others. -students will discuss what their thoughts are (are they realistic guidelines? Would
you follow them?)
Essential questions/key
discussion points: Task 1 step 2: student recommendations (10-15 mins)
-students will highlight what they believe to be appropriate and applicable alcohol
What are the long term and consumption recommendations for young people
immediate effects of drugs? -they will highlight what steps they could take to minimise the harmful effects of
alcohol
Why does alcohol have the highest -these ideas will be discussed as a class and evaluate by the groups
harm rating?
PowerPoint presentation: responsible alcohol strategies (5 mins)
What can we do as individuals to Highlight some key strategies to minimize the harmful risks of alcohol including:
reduce harm when consuming -don’t pre-load
alcohol? -set yourself limits and stick to them
-alternate between alcoholic and non-alcoholic drinks
Content descriptors: -drink slowly
(ACPPS089) -try drinks with a lower alcohol content
(ACPPS092) -have something to eat while and before you have an alcoholic drink
-dilute your drinks with water or ice

Conclude/check for understanding

Exit card (3 – 5 mins)


-the purpose of today’s lesson
-2 things I learnt in class today where?
-1 question I still have is?

Time contingency video:


You can’t ask that: ice users
https://iview.abc.net.au/programs/you-cant-ask-that/LE1617H007S00#

This video can be play 5 mins at a time to show the effects of addiction can have on
users and the cycle it follows throughout their lives. (30 mins total)

Week 2 lesson 1 (55 mins) Lesson sequence Explanatory notes

Learning objective: Introduction Required resources:


Drugs and alcohol- peer pressure PowerPoint
(scenarios and strategies) Discuss lesson outline and learning objectives (5 mins) Brainstorming paper
Peer pressure scenarios
Understand: Body of lesson Exit card on SEQTA
Contextual factors influence choice
Group discussion: what is peer pressure (5 mins) Students will need:
Know: -students will talk within small groups and discuss what they think peer pressure it, Laptops
Peer pressure is a contextual factor who do they feel pressure from, what they have said/done when they have felt Pens
that can impact our ability to make pressured to do something.
correct/smart choices.
Watch video: peer pressure (5 mins)
Do: Link: https://youtu.be/F0DFDc GMIY8
Evaluate situations where others This video gives an example of a young boy getting pressured into doing something
pressure you into alcohol and drug he doesn’t want to do.
related and propose appropriate
responses. Peer pressure scenarios (20 mins)
-in groups of 2-3 students will be given a variety of scenarios relating to drugs and
Reflect on possible outcomes for alcohol pressure
adhering to peer pressure. -students will highlight key issues within each scenario
-what do students believe will happen if they don’t find a way to avoid the scenario
Essential questions/key -come up with multiple strategies to avoid the situation
discussion points: -discuss as a class
How does peer pressure influence
the decision you make? Conclude/check for understanding

Exit card (5 mins)


How can you avoid/respond to peer -the purpose of today’s lesson was?
pressure? -2 things I learnt in class today where?
What can happen if we adhere to -one question I still have is?
peer pressure?
Time contingency activity
Content descriptors: Students can categorise their use of strategy (humour, anger, excuse, avoidance,
(ACPPS089) etc.)
(ACPPS092)
(ACPPS094) Or

Show more of you cant ask that: ice users https://iview.abc.net.au/programs/you-


cant-ask-that/LE1617H007S00#

Week 2 lesson 2 (85 mins) Lesson sequence Explanatory notes

Learning objective: Introduction Required resources:


Drugs and alcohol- safe partying, PowerPoint
what to if things go wrong. Discuss lesson outline and learning objectives (5 mins) Brainstorming paper
Real life scenario task
Understand: Body of lesson sheet
That people have different life Analysing party risks
experiences, opportunities and Activity 1 – real life scenario (20-25 mins) task sheet
education that impact their ability to -students will open the real-life scenario ‘identifying risks’ worksheet on SEQTA Exit card on SEQTA
make choices -within groups students will ready the true story
-after reading students will identify the top 5 risks taken throughout the story Students will need:
That there are risks involved when -students will discuss how these girls could have reduced their risk Laptops
taking/using drugs and alcohol -highlight points that could have resulted in serious injury or death/how could these Pens
have been prevented
Know: -students will develop their own messages that could assist other young peoples from
that personal factors can influence experiencing a similar situation.
people’s ability to make choices -class discussion of these points/how students feel towards the story.
including personality, sense of self
and psychological state. PowerPoint: highlight what students can do in these situations (10 mins)
-discuss what to look for and what they can do in a dangerous situation.
A variety of strategies and positive -Highlight that if students are ever in doubt to call 000 without hesitation.
choices that they can implement to
protect themselves and others Task two – Party risk assessment: (30-35 mins)
Part 1:
Do: -students will open the document ‘party risk assessment on SEQTA
-students to read the newspaper article ‘teen part goes wrong and home trashed’
Observe, compare and describe a -after reading have a class discussion on teenage party’s and gatherings/ what can
variety of influences that impact go wrong?
peoples choices -in this article who has been affected by this and how?
Evaluate situations and risks that
are present in social situations Part 2:
-in small groups highlight the risks and potential risks involved with this party
Essential questions/key -after students have exhausted a list they rill create a rule to combat the risk
discussion points: -share with the class

What can be done to enhance PowerPoint: tips for safe partying (5 mins)
health, safety and wellbeing of Highlight variety of strategies students can put in place to protect themselves on a
yourself and others? night out.

What contextual factors can How YouTube clip: girl gets spiked at festival (5 mins)
influence peoples choices? Link: https://youtu.be/usBRyXmsEAM
This video shows students how easy it is for your drinks to get spiked when you’re
Content descriptors: out.
(ACPPS092) Discuss keeping you eye on your drink 100% of the time.
(ACPPS094)
(ACPPS096) Conclude/check for understanding

Exit card (5 mins)


-the purpose of today’s lesson was?
-2 things I learnt in class today where?
-one question I still have is?

Answer any extra questions students may have

Discuss where they can go for further information

Time contingency
Show more of you cant ask that: ice users https://iview.abc.net.au/programs/you-
cant-ask-that/LE1617H007S00#

Week 3 lesson 1 (45 mins) Lesson sequence Explanatory notes

Learning objective: Introduction Required resources:


Relationship circles/ understanding >PowerPoint
relationships Explanation of the purpose of the unit: (2-4 mins) >Brainstorming paper
The main aim of this unit is to ensure that students have enough information to help >Relationship circles
Understand: them make good decisions regarding relationships and sexual health. sheet
that there a variety of different >Healthy relationships
relationship forms Introduce what we will be covering (2-4 mins) worksheet
-relationships including: relationship circles, what a respectful relationship is, love and >relationship qualities
relationships are complex and intimacy. cards
constantly changing. -sexual activity >Exit card on SEQTA
-consent
Know: -STIs Students will need:
that relationships include -safe practices Laptops
acquaintances, friends, family, and Pens
close relationships. Body of lesson

Do: Task 1 – group norms (10 mins)


Identify different relationships in -students will discuss behavioural expectation that they believe will help the
their lives and reflect upon how they classroom operate in a safe and supportive way.
interact with these people -we will share these as a class and create a list of class norms that we will follow.
differently. -some group norms I would like to enforce:
no mobile phones for privacy reasons
Essential questions/Key everyone has the right to pass
discussion points: everyone has the right to speak
respect for one another
>If communication is placed low in We do our best in class discussions as it will be more enjoyable if everyone
the ranking could this lead to participates.
problems? What is communication? -highlight why we use group norms.
Is it talking and listening? How
could two people both make sure Task 2- Relationships (15 mins)
they do this? Do they need to do it -give students the relationship circles worksheet
regularly? What happens if they -ask students to write down people that fit into the following categories
only talk to each other but don’t (Acquaintance, Friend & close.)
listen? -tell students the purpose of this is to think of people that fit into different areas
within their lives.
>if freedom ranks low for one -now ask students to consider the physical contact that they believe is acceptable for
person in a relationship, what the different categories.
happens if one person is jealous all -share students opinions with the class.
the time and wants to stop their -what are some reasons people’s opinions may differ regarding acceptable
partner from having close contact/communication within these different relationship circles
friendships and going out with other >personal experience
people? >culture
>upbringing
>if good looks is place high in the >circumstances of the interaction
ranking, what does good looks >being male or female.
mean to you? If good looks is
ranked low, how do we become
attracted in the first instance? Is
being attracted to someone the Task 3 – What is a healthy relationship?
same as good looks? -Ask students to complete the Healthy Relationships worksheet
>do you think sex is a priority in all -students will reflect upon their own values surrounding relationships
intimate relationships? What is -discuss these as a class and compare difference
required to maintain an intimate
relationship for the long term? If Task 4 – relationship qualities
two people have different -give students relationship qualities cards
expectations about sex what might -ask them to work in their groups and put the cards from highest importance to least
this mean for the relationship? importance of what they believe are good relationship qualities.
-give students to consider this order with different relationships
>best friend, parent/carer, teacher, coach, employer, boyfriend/girlfriend.

Conclude/check for understanding

3 2 1 exit card on SEQTA

Remind students to hand up their assessment task before the end of the day it is
worth 10% of their grades

Week 3 lesson 2 (85 mins) Lesson sequence Explanatory notes

Learning objective: Introduction (5 mins) Required resources:


Respectful relationships/ >PowerPoint
relationships continuum Take roll/welcome class >Brainstorming paper
>respectful/disrespectful
Introduce second assignment Recap of previous lesson scenario cards
last lesson we discussed different types of relationships and how these relationships >respectful/disrespectful
Understand: differ between different levels of closeness. position cards
What respectful and disrespectful >R.A.F.T assessment
relationships look and feel like. Lesson outline task uploaded to SEQTA
Today we will be looking at respectful and disrespectful relationships and discuss and >Exit card on SEQTA
Know: identify the reasons that make situations respectful/disrespectful.
students will know what behaviours Students will need:
can indicate disrespectful and Laptops
respectful relationships. Pens
Do:
Students will develop skills to build Body of lesson
respectful relationships and
challenge disrespectful relationships. Task 1: relationships continuum (50 mins)
- Organise students into a semi-circle and identify an imaginary continuum around
Essential questions/ key the circle ranging from Respectful to Disrespectful relationships. Explain that the
discussion points: activity is referring to intimate relationships.
- Give each student a Situation card. Ask them to place themselves along the
Discuss that leaving a disrespectful continuum according to whether they believe people their age (or a different age)
relationship can be hard. But no one would consider that situation to be respectful or disrespectful, or somewhere in
needs to stay in a relationship between
where they are not being/feeling - Once they are in position they should compare their situation with that of others
respected. around them and move to where they think they fit on the continuum.
- Ask some who are at the disrespectful end to read out their situation and explain
Being able to seek help when a their choice.
relationship is disrespectful is an - Ask some who are at the respectful end to read out their situation and explain their
important life skill. choice.
- Ask some who are in the middle to read out their situation and explain their choice.
Allow for debate and discussion. Allow students to move if they now feel they should
change their position
- Invite any further discussion about the situations and what students believe
indicates respectful or disrespectful relationships.
-pair students up. Ask pairs to focus on the situation that indicates the least
respectful relationship or select a disrespectful card that stimulated a lot of
discussion. Ask them to consider:

• Why do some people treat their girlfriend/boyfriend poorly? (e.g. they feel they are
entitled to, want to exert power, want to control, believe that is what is expected)

• How might this make each person in the relationship feel?

• What could the person who is not being treated respectfully do to let their
girlfriend/boyfriend know how their behaviour makes them feel?

• At what point is it sensible to end a relationship?

• Why do some people stay in a relationship when they are not being treated
respectfully?
- Ask pairs to prepare a very short role play with a scenario where a
girlfriend/boyfriend shows some disrespectful or controlling behaviour and you let
them know that you don’t like it and how it makes you feel. Invite pairs to show their
role play to the rest of the class

Teacher directed introduction to assessment 1: R.A.F.T assignment


-introduce assignment to R.A.F.T assessment task
-explain they have the option of choosing from drugs/alcohol, safe parting,
relationships or sexual health.
-if students have a different idea they can negotiate this with me
-discuss the task explicitly as well as the rubric.
-give students time to consider their options, ask questions and start planning their
assignments.

Conclude/check for understanding

3 2 1 exit card on SEQTA

Week 4 lesson 1 (55 mins) Lesson sequence Explanatory notes

Learning objective: Required resources


Abuse of power in intimate Introduction PowerPoint
relationships Questions from question
Take roll/welcome class box
Understand: Love control video
No one deserves to be in an abusive Recap of previous lesson Alice and dave video
relationship last lesson unpacked what respectful relationships are and identified what we did and Scott and ryley video
didn’t want out of a relationship. Butchers paper
Know: Pens/textas
That abuse of power in relationships Lesson outline Whiteboard markers
can be physical, social, emotional, Today we will Exit card
financial or sexual. -discuss some questions from the question box and unpack them as a class
-explore what love and intimacy are. Students will need
Do: Pens
Identify where/when to seek/give Answer google form questions and unpack as a class (5 mins) Laptops
support within an abusive situation. What if your friend is the person creating a negative relationship?
Essential questions/key Body of lesson
discussion points:
• Everyone has the right to feel safe Abuse of power in intimate relationships (40 mins)
and be treated with respect. 1. Explain to students that abuse of power is violence. Violence/abuse is when one
person uses their power to take advantage of someone’s vulnerability. This can
• People need to trust their gut happen in different ways. For example, the abuse can be emotional, verbal, social,
instinct and if feeling uncomfortable financial, physical or sexual. None of these are more or less important or harmful
about a relationship find someone than others. None are acceptable. They are all against the law.
to talk to. People often have a gut
feeling very early on when a 2. Write on the board the headings Emotional, Social, Financial, Physical and Sexual.
relationship is not based on respect Ask students to form small groups and brainstorm 3 examples of what each type of
and equity, and where a partner is abuse may look like in an intimate relationship. (Refer to Types of abuse)
showing controlling behaviour.
3. Watch Love Control and ask students to identify examples of each type of abuse.
• Acknowledge that it can be hard Record these on the board.
to leave an abusive relationship. It
may take time to find the courage 4. Watch Alice & Dave and Scott & Reilly and ask students to identify types of abuse
and right circumstances to leave. present in each scenario. Record these on the board. Ask students to suggest where
the bystanders could intervene to reduce the risk of harm occurring. Record these on
• We should take responsibility to the board. Remind students that it is important that friends support and look out for
look out for and support friends. each other. BUT if abuse occurs the perpetrator is 100% to blame.

• There is help available at a range 5. Ask students to get back into small groups and discuss what impact an abuse of
of health services. power within an intimate relationship may have on a person’s health and wellbeing.
Examples might be: lack of self-worth; feeling unsafe/anxious; feeling imprisoned;
feeling isolated/lonely; being on edge; depression; feeling suicidal; substance abuse.

6. Ask students to discuss whether they think an abuse of power in an intimate


relationship would be more harmful than being in a ‘street fight’ or a random incident
of violence? If so, why? (Intimate partner abuse is perpetrated by the one person
that we should be able to trust and feel safe with. It often occurs within a private and
intimate context. It is generally ongoing and wears down a victim’s self-esteem, self-
worth, support network and connection to the world. People in violent relationships
often live a life of extreme fear.)

7. Ask students in small groups to consider the following questions:


• What warning signs may be present early in a relationship that may indicate that it
will continue to be abusive? (gut instinct that things are not respectful, a feeling of
being controlled, not being allowed to see friends or family, verbal abuse, being put
down all the time, not being able to trust partner, sudden mood changes of partner)
• Why might it be hard for a person to tell someone they are in an abusive
relationship? (feel like they are somehow to blame, fear of friends or family not liking
their partner, fear of being seen to not be in control, fear of not being believed, not
willing to lose the relationship/be alone)
• Why would it be hard for a person to leave an abusive relationship? (a real danger
time for the abuse to escalate, fear of being alone, fear of admitting there is a
problem, still loving the person and believing that things will get better, believing
they deserve the abuse or that they can’t do any better) It often takes time, planning
and support.

8. Ask students to think about how someone involved in an abusive relationship could
get help. What support services are available? How could someone help a friend who
confided in them about their abusive relationship?

9. Ask groups to refer back to the five headings: Emotional; Social; Financial;
Physical; Sexual. For each heading ask students to come up with a couple of
examples of what you would expect to see in a relationship that was respectful,
healthy and free of abuse.

Conclude/check for understanding

3 2 1 exit card on SEQTA

Week 4 lesson 2 (85 mins) Lesson sequence Explanatory notes

Learning objective: Required resources


Continue from previous lesson: Introduction PowerPoint
Abuse of power in intimate Questions from question
relationships Take roll/welcome class box
Love control video
Time for assignment 2 (R.A.F.T.) Recap of previous lesson Alice and dave video
So far, we have unpacked what a respectful relationship is and have identified what Scott and ryley video
Understand: is wanted and unwanted in relationships. We have also looked at abuse and looked at Butchers paper
No one deserves to be in an abusive how it can come in a variety of different forms. Pens/textas
relationship Whiteboard markers
Lesson outline Exit card
Know: Today we will
That abuse of power in relationships -continue with this topic and further unpack the different examples of abuse of power Students will need
can be physical, social, emotional, within an intimate relationship. We will also discuss how, as bystanders, we can offer Pens
financial or sexual. support for people within these situations. Laptops

Do:
Identify where/when to seek/give
support within an abusive situation.
Answer google form questions and unpack as a class (5 mins)
Essential questions/key Does a sexual act that doesn't involve penetration, such as a hand-job, count as
discussion points: losing your virginity?
• Everyone has the right to feel safe
and be treated with respect.
Body of lesson
• People need to trust their gut
instinct and if feeling uncomfortable 4. Watch Alice & Dave and Scott & Reilly and ask students to identify types of abuse
about a relationship find someone present in each scenario. Record these on the board. Ask students to suggest where
to talk to. People often have a gut the bystanders could intervene to reduce the risk of harm occurring. Record these on
feeling very early on when a the board. Remind students that it is important that friends support and look out for
relationship is not based on respect each other. BUT if abuse occurs the perpetrator is 100% to blame.
and equity, and where a partner is
showing controlling behaviour. 5. Ask students to get back into small groups and discuss what impact an abuse of
power within an intimate relationship may have on a person’s health and wellbeing.
• Acknowledge that it can be hard Examples might be: lack of self-worth; feeling unsafe/anxious; feeling imprisoned;
to leave an abusive relationship. It feeling isolated/lonely; being on edge; depression; feeling suicidal; substance abuse.
may take time to find the courage
and right circumstances to leave. 6. Ask students to discuss whether they think an abuse of power in an intimate
relationship would be more harmful than being in a ‘street fight’ or a random incident
• We should take responsibility to of violence? If so, why? (Intimate partner abuse is perpetrated by the one person
look out for and support friends. that we should be able to trust and feel safe with. It often occurs within a private and
intimate context. It is generally ongoing and wears down a victim’s self-esteem, self-
• There is help available at a range worth, support network and connection to the world. People in violent relationships
of health services. often live a life of extreme fear.)

7. Ask students in small groups to consider the following questions:


• What warning signs may be present early in a relationship that may indicate that it
will continue to be abusive? (gut instinct that things are not respectful, a feeling of
being controlled, not being allowed to see friends or family, verbal abuse, being put
down all the time, not being able to trust partner, sudden mood changes of partner)
• Why might it be hard for a person to tell someone they are in an abusive
relationship? (feel like they are somehow to blame, fear of friends or family not liking
their partner, fear of being seen to not be in control, fear of not being believed, not
willing to lose the relationship/be alone)
• Why would it be hard for a person to leave an abusive relationship? (a real danger
time for the abuse to escalate, fear of being alone, fear of admitting there is a
problem, still loving the person and believing that things will get better, believing
they deserve the abuse or that they can’t do any better) It often takes time, planning
and support.

8. Ask students to think about how someone involved in an abusive relationship could
get help. What support services are available? How could someone help a friend who
confided in them about their abusive relationship?

9. Ask groups to refer back to the five headings: Emotional; Social; Financial;
Physical; Sexual. For each heading ask students to come up with a couple of
examples of what you would expect to see in a relationship that was respectful,
healthy and free of abuse.

Conclude/check for understanding

Class discussions

Exit card

Week 5 lesson 1 (55 mins) Lesson sequence Explanatory notes

Learning objective: >PowerPoint


Responsibility/vulnerability Introduction >copy of Kim scenario
card
Understand: Take roll/welcome class >copy of scenarios
A victim is never to blame. >copy of discussion
Recap of previous lesson questions
Know: So far, we have unpacked what a respectful relationship is and have identified what
That rape is not okay, and it effects is wanted and unwanted in relationships. We have also looked at abuse and looked at
both males and females. how it can come in a variety of different forms.

Do: Lesson outline


Will identify responsibility and Today we will
vulnerability in different scenarios. -look at responsibility and vulnerability regarding rape, sexual assault, coercion and
consent to sexual activity in relationships.
Essential questions/Key
discussion points: Answer google form questions and unpack as a class (5 mins)
Does a sexual act that doesn't involve penetration, such as a hand-job, count as
We can all make decisions about the losing your virginity?
situations that we get into that may
increase or decrease our
vulnerability.
Body of lesson

Part 1: responsibility and vulnerability (40 mins)


1. Ask students to get into small groups of 3–4, and display or give each group a
copy of the Kim scenario to read.
Note that Kim could be male or female. Ask them to consider the following questions:
• Do you agree that the man is 100% responsible for his actions?
• What makes Kim vulnerable?
• If Kim is raped is s/he in any way responsible?

2. Sometimes when a rape is reported in the news some of the comments you may
hear or see are:
• ‘She (the victim) was asking for it’
• ‘What did she think wearing that?’
• ‘Why was she walking alone that late?’
• ‘She was drunk!’
• ‘She flirted with him, what was he supposed to think?’ Ask students to consider the
following questions in relation to the above statements.
• What impact would they have on the person who has been raped?
• What would be the effect on the perpetrator?
Many of these types of comments indicate that in some way the victim was to blame
and excuse the perpetrator. These sorts of comments/myths confuse two different
issues, vulnerability, and responsibility. We can all make decisions about the
situations that we get into that may increase or decrease our vulnerability. But we
cannot be responsible for what someone else chooses to do.

3. Give each group a copy of the Scenarios and Discussion questions. Ask a student
to read Luke and Jen to the group. Discuss the questions related to this scenario.

4. Ask each group to share their discussion with the whole group.

5. Repeat for each scenario.

6. Discuss the definitions of rape and consent with the class.

7. Get students to brainstorm in their small group ways of becoming more


responsible regarding consensual sexual activity. Ask each group to share their
discussion with the whole group.
8. Ask the group to discuss why it is so important to clarify that there is consent,
particularly with young people who may be inexperienced in sexual relationships.

9. Summarise by reviewing:
• Factors that may add to a person’s vulnerability
• How can people be responsible with regard to consensual sexual activity?
• Consider your own safety • Where students can go for help (see Appendix F:
Support services)

Conclude/check for understanding

3 2 1 exit card

Week 5 lesson 2 (85 mins) Lesson sequence Explanatory notes

Learning objective: Required resources:


Sexual activity/Negotiating consent Introduction
>PowerPoint
Understand: Take roll/welcome class >Exit card
A victim in never to blame >A3 paper
Recap of previous lesson >Consent video
Know: So far, we have unpacked what a respectful relationship is and have identified what >scenario cards
What responsibility and vulnerability is wanted and unwanted in relationships. We have also looked at abuse and looked at
is regarding rape, sexual assault, how it can come in a variety of different forms.
coercion and consent to sexual
activity in relationships. Lesson outline students need:
Today we will >pens
Do: -look at responsibility and vulnerability regarding rape, sexual assault, coercion and >laptops
Identify a range of issues regarding consent to sexual activity in relationships.
sexual activity/negotiating consent
Teaching focus:
Essential questions/key Body of lesson >challenge students to
discussion points: think critically through
Part 1: sexual activity (20 mins) open ended questions
We can all make decisions about the
situations that we get into that may Table discussions (8 mins)
increase or decrease our >give students a range of questions relating to sexual relationships and sexual
vulnerability. intercourse including:
-What does ‘having sex’ mean?
What behaviours may lead to -does having a sexual relationship necessarily mean having sexual intercourse?
vulnerability? Why/why not?
Does someone take some -why do people choose not to have sex?
responsibility if they have made -why do people choose to have sex?
themselves vulnerable? -What is the legal age of consent in SA?
-What is consent?
>discuss different answers within the class, write key discussion points on the board

Teacher directed discussion (5 mins)


>ask students to explain a range of behaviours might lead to engage in a sexual
relationship?
-these ideas could include things like dating, kissing, hugging, holding hands,
foreplay etc. ‘being intimate’
-are these the same for same sex couples? what are the differences?

Table discussion (5 mins)


>ask students to write down a series of questions that people could ask themselves
to work out if they are ready for a sexual relationship, or what level of sexual activity
they are ready for.
>discuss these with the class and create a list
>highlight how students can talk about this with their partner, and ensure they have
equal power in making decisions within the relationship (mutual consent).

Part 2: consent (30 mins)

Group discussion: (8 mins)


>why might people say ‘yes’ to sexual activity when they don’t want to.
>ask students to record their ideas on paper.
>discuss with the whole class

Group discussion: (8 mins)


>What could a person say/ do/ look for to ensure that consent has been given?
>When should consent be checked for?
>share ideas with group

Give students a definition of consent/play video (2- 5 mins).


http://www.consentiseverything.com/ - tea and consent video (2.5 mins)
>discuss students opinions on video

Group task: scenarios: 10 mins


>give each table a scenario
>ask students to discuss what happened in each scenario
>who was pressured into sex/why
>how could this situation have been avoided?

Time for RAFT assessment task (40 mins)

Conclude/check for understanding

3,2,1, exit card

Week 6 lesson 1 (55 mins) Lesson sequence Explanatory notes

Learning objective:
Sexually transmitted infections Introduction Required resources:

Understand: Take roll/welcome class >PowerPoint


That there is safe and unsafe >Exit card
practices involved in sexual Recap of previous lesson >A3 paper
intercourse/sexual activity So far, we have unpacked what a respectful relationship is and have identified what >STI video
is wanted and unwanted in relationships. We have also looked at abuse and looked at >Google slide
Know: how it can come in a variety of different forms. Last lesson we specifically looked at >Herpes… the secret is
What STI’s are and how to reduce responsibility and vulnerability regarding rape, sexual assault coercion and consent to out video
the risk of contraction. sexual activity in relationships.

Do: Lesson outline


Investigate different sexually Today we will
transmitted infections and teach -Develop an understanding of what STI’s are, developing this information and gaining students need:
each other about them an understanding will help to minimise the chances of contracting and STI. >pens
>laptops
Essential questions/key
discussion points:
>are all STI’s curable? Body of lesson Teaching focus:
>do all STI’s have symptoms? >challenge students to
>how can we best protect ourselves Video 1: Sexually transmitted infections (2.26) think critically through
from STIs? This video is a humorous introduction to STI names and basic knowledge about them open ended questions
https://www.youtube.com/watch?v=oRYnN33nIaI
Activity 1: STI investigation
>Students will work in small groups (3-4)
>each group will be allocated a different type of STI (Chlamydia, HPV, HIV, syphilis,
crabs, herpes, and gonorrhoea)
>Students will work within their groups to investigate the STI
>questions will include: How are they transmitted, how common are they, how are
they treated, can they be cured. What are their symptoms, what is the responsibility
of person with an STI to their sexual partner?)
>students will work as a whole class to create a google slide that can they be shared
with the class.

Video 2: Herpes… the secret is out


Students will watch the video (DVD or Click view) and discuss the following questions
>what have we learnt about herpes?
>how common is it?
>is it safe to have sex if you have herpes?
>can it be cured/treated?
>how can you know you have it?

>discuss Dan’s reaction to Julie


<how else might Dan or anyone else have reacted? What might they say?
>Go through all the possibilities of a reaction to this news?
Which reactions are negative or dishonest?

Conclude/check for understanding

Discussion: where to seek support:


Show students a map of their local area and where they can seek support for any
concerns they may have regarding the topics discussed.

Exit card activity


Students will discuss the following questions and share their answers with the class.
This should create a comprehensive list relating to a variety of different topics
covered thus far within the unit.

Sexual activity is NOT okay when…

Sexual activity is OKAY when…


Week 6 lesson 2 (85 mins) Lesson sequence Explanatory notes

Learning objective: Required resources


Safe and unsafe practices Introduction >PowerPoint
>A3 paper
Understand: Take roll/welcome class >contraception box
That sexual activity has risks >bananas/condoms
Recap of previous lesson >match the
Know: Last lesson we gained an understanding of what STIs are, by doing this we are not contraception cards
That there is a variety of different greater aware of the risks of engaging in sexual activity regarding our health.
ways to be protected during sexual
activity. Lesson outline students need:
Today we will >pens
Common varieties of contraception, Increase our knowledge and understanding about contraception and which choices >laptops
how they work, advantages and are most suitable for young people. You will learn about varying types of
disadvantages and where to access contraception, how they work, advantages and disadvantages and where to access
them. the, Teaching focus:
>ensure students feel
Do: Body of lesson support in a safe
Work together environment.
Activity 1: match the contraception
>students will work in their tables (groups of 4-5)
>each table will be given a envelop full of contraception cards.
Essential questions/Key >there cards will be cut up.
discussion points: >students will need to match up the contraception with how it works, its advantages,
What is the purpose of different disadvantages and its usage.
forms of contraception’s (hormonals
vs barrier) Class discussion: match the contraception
>The class will work through each contraception and discuss the above match up.
Do all methods work for all people? >any incorrect answers will be corrected
>teacher will discuss other common contraception’s
What risks are being taken if you do
not use contraception? Activity 2: condom application/looking at contraception
>students will have an opportunity to look at different forms of contraception
What if the contraception does not >students will have the opportunity to apply a condom onto a plastic banana penis.
work? >discuss with students the effectiveness of condoms, and other considerations (e.g.
keeping them in a cool place and not a wallet, take them off correctly, applying two
condoms, breaking condoms.)

Conclude/check for understanding


Class discussion of key points

Answer any questions students may have

Direct students to support services regarding topics covered throughout the unit.

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)