Yr 9 Respectful Relationships

Reflect on characteristics of identity to outline personal identity

Shaped by a combination of characteristics such as culture, values, experiences, personality and relationships.

Culture/ethnicity

Parents

Siblings

Friends

School

Society

These elements influence how we see ourselves and how others perceive us. Thus shaping our unique personality and social and emotional development

Understand that identity evolves over time

As people have more experiences and meet new people they may question their current identity and seek to experiment with new ones.

Describe values

Relate to what an individual feels is important in life.

Describe beliefs

Relate to what an individual feels to be true or right, even though the belief may be unproven.

Explain that values influence identity by shaping one's sense of self and purpose

Values determine how you treat others and yourself (attitude) and how you approach any situation (behaviour).

In turn, this will impact who you are or will become.

Values influence identity because they act like an internal compass that guides how a person sees themselves and the world.

Define gender

- Is part of a person's personal and social identity.

- Refers to a way a person feels and sees themselves.

- It can be about differences in identity, expression and experience as a woman, man or gender diverse person.

Deine sex

- Refers to a person's biological sex characteristics.

- Includes their sex chromosomes, hormones and reproductive organs.

Define Sexuality/Sexual Orientation

- Describe a person's intimate, romantic and/or sexual attractions to others.

- Can include sexual identity (how a person thinks of their sexuality and the terms they identify with).

- Can also include attraction (romantic or sexual interest in another person) and behaviour or relationships.

Explain how enacting (doing) and experiencing (receiving) respectful behaviour and communication improves a relationship

Respectful behaviour is foundational to respectful relationships by enhancing:

- Trust and security in the relationship

- Open communication including sharing needs and wants without fear of judgment or criticism

- Promotes equality and shared decision making

- Facilitates healthy conflict resolution

- Fosters emotional wellbeing

- Creates a positive environment for growth

Justify why some behaviours and communication are deemed respectful

Some behaviours and communication are deemed as respectful because they recognise the value and dignity of others and pay attention to their feelings, needs, and boundaries.

These behaviours are also respectful because they help create positive and safe interactions.

Explain how appropriate behaviours and language choices improves communication & enhances respectful relationships

Appropriate behaviours demonstrate balance of power in the relationship, and allows each person to take responsibility of their own needs whilst respecting that of others.

Creating a strong bond through compromising equality for one another, and a clearer conversation where each individual is able to express their thoughts feelings and needs whilst also respecting that of the other.

Demonstrate effective behaviours & language choices to show effective communication

Everyone's needs are important

Actively listening

Compromising

Standing up for yourself

Being clear and confident

Being resilient

'I statements'

Define the term boundaries

are limits or rules we set for ourselves to protect our wellbeing.

types of boundaries

Physical boundaries

Emotional boundaries

Sexual boundaries

Time boundaries

Material boundaries

Digital boundaries

Define emotional boundaries

Emotional boundaries are limits that protect your feelings, thoughts, and emotional energy.

Eg.

"I don't want to share that personal information with you."

"I don't like being teased, even as a joke. It hurts my feelings."

"I don't feel comfortable when you dismiss my feelings"

"I'm not ready to talk about that."

Define sexual boundaries

what we're willing to do and feel comfortable with in an intimate setting.

Eg.

"I don't want to have sex yet."

"I'm not okay with you sending sexual content via text."

"I'm not comfortable with that kind of physical contact."

"Let's slow things down and make sure we both feel okay."

Define time boundaries

are limits we set around how we spend our time and who we spend time with.

eg.

"I need some alone time after school."

"I don't reply to messages after 9pm."

"Let's plan ahead I can't do last-minute things."

"My time is valuable so please don't be late."

Define Material Boundaries

Material boundaries are limits you set around your belongings, money, and possessions.

Eg.

"I don't like sharing things with people I don't know well."

"I'm not comfortable lending money."

"I'm happy to share, but I'd like you to ask me first."

"Respect my stuff like you'd want me to respect yours."

Define Digital Boundaries

Digital boundaries are limits that protect your privacy, time, and comfort online and on devices.

Eg.

"Please don't post photos of me without asking."

"I don't share my passwords."

"I'm not comfortable FaceTiming right now."

"Please don't screenshot our messages."

Define physical boundaries

personal limits we set to protect our body and personal space.

Eg.

Saying "No" if someone tries to touch you in a way that makes you uncomfortable.

Differentiate between boundaries and controlling behaviour

Boundaries

Boundaries are about protecting your space.

Focus on your own behaviour and needs

Are driven by self-respect and safety

Respect other people's right to choose

E.g. 'I don't feel comfortable with that'

Controlling Behaviours

Control is about disregarding someone's autonomy

Focus on managing someone else's behaviour

Are driven by power and domination

Try to take away someone's choice

E.g. 'You're not allowed to do that.'

Explain how to navigate a breach of boundaries,

1. Check in with yourself - identify how you feel, what boundary was crossed

2. Name the behaviours, let the person know what happened and how it affected you

3. Reinforce your Boundary - remind them clearly of your boundary

4. Decide What You'll Do Next - choose what's right for your safety and wellbeing

Eg:

- Have a calm conversation if the person is willing to listen

- Take a break or distance yourself if it keeps happening

- Seek support from someone you trust

Define sexual consent

free, voluntary and informed agreement between people to participate in a sexual act

Age of consent definition

age at which the law says a person can agree to sexual activity.

Outline the Victorian age of consent laws

Under 12 Years

Cannot legally consent to any type of sexual encounter.

12 - 15 Years

Can legally consent to a sexual encounter with someone who is within two years of their age.

16 - 18 Years

Can legally consent to anyone as long as they do not hold a position of power over them.

18+ Years

Can legally consent to anyone who is 16 Years or older.

In Victoria, individuals aged 16 and above can legally engage in sexual activity with each other, provided that they:

- are both 16 years or older

- both freely and willingly give their consent

- they do not hold a position of power over you

characteristics of consent

free agreement

affirmative consent

capacity to consent

consent is ongoing

consent is specific

Consent can be Withdrawn

Free agreement

consent must be freely and voluntarily given

Consent must be given freely and voluntarily because they want to

affirmative consent

consent must be communicated through words or actions.

It's not enough to assume consent; there must be an affirmative expression of agreement.

Capacity to Consent

a person must have the capacity to understand the nature of the sexual activity and to freely consent to it.

Consent is ongoing

consent is not a one-time agreement, it must be present for each and every single act and ongoing throughout the act.

consent is specific

consent is specific and saying yes to one thing does not mean someone has consented to multiple things.

consent can be withdrawn

consent is reversible and can be withdrawn at any time.

strategies for denying consent

Looks like:

Shaking head

Hesitant

Avoiding eye contact

Uncomfortable body language

Stepping back

Pulling away

Crossing arms

Sounds like:

'No.'

'No, I don't want to do that.'

'Not right now.'

'I'm not comfortable with that.'

'Please stop.'

'I've changed my mind

Feels like:

Feels Like

Comfortable

In control

Empowered

Firm

Strong

strategies for giving consent

Looks Like:

Nodding

Smiling

Maintains eye contact

Relaxed body language

Reciprocating actions

Sounds Like:

'Yes'

'I'd like to do that.'

'Sure, go ahead.'

'Yes, I'm comfortable with that.'

'That sounds fun, I'd like to try that'

Feels Like:

Comfortable

Safe

In control

Excited

Happy

strategies for gaining consent

1. Ask clearly and respectfully

is it okay if I ...?

would you be comfortable to ...?

2. Wait for a clear response

verbal responses

Non verbal responses

3. Accept the answer without pressure or persuasion - make space for a 'no'

4. If consent was given - check in regularly, especially if the situation changes

Define the term stereotype

Stereotypes are oversimplified beliefs about people based on their membership in a particular group.

Define the term media stereotype

Media stereotypes refer to the stereotypes that are normalised and reinforced through mass media.

Critique how the media portrays gender, sex and sexuality.

Media portrayals of gender, sex and sexuality are often unrealistic.

Many of the media's messages about gender and sex can be harmful, undermine gender equity and respectful relationships and negatively affect individual and community wellbeing.

Describe the possible impact of sexually explicit material on attitudes and behaviours.

Unrealistic Expectations, Distorted Understanding of Consent, Impact on Self-Esteem and Body Image, Influence on Behaviour - copying, Effect on Relationships

Can describe laws related to the possession and sharing of sexually explicit materials

It is illegal to receive, possess, or store nude or sexually explicit images of someone under 18, even if you didn't ask for it.

charged with possessing child abuse material if you have a film, photograph, publication or computer game

You could also be charged with producing child abuse material if you print a publication, make a film, take a photograph, or create a computer game

that shows a person under 18 (or appears to be under 18):

engaging in a sexual activity, or

depicted in an indecent sexual manner or context.

Can outline the laws around Sexting

a crime to intentionally distribute an intimate image of a person under 18 to others, even if they agree to the sext message being sent, maximum penalty 2 years.

Also illegal to threaten to send an intimate image of a person.

Can outline risks and consequences of sharing sexually explicit materials

Legal Consequences

Sending or receiving such material could result in:

Police investigation

Legal charges

Inclusion on a sex offender register (in some cases)

Personal Consequences

Influence on career

Emotional/mental health impacts

Loss of friendships/relationships

Regret

Objectification/victimisation

Can explain how viewing of and/or sharing of sexually explicit materials can influence respectful relationships

Can lead to disrespect in relationship.

It is unrealistic, and often depicts power, lack of consent and violent acts.