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

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
drugs and alcohol.
Essential questions/key
discussion points:
What do students know about
drugs?
What do they believe influences
peoples choices to take drugs?
PowerPoint
Outline of the topic overview for the term (2 mins) Brainstorming paper
Exit card on SEQTA
Discuss class expectations (4 mins)
 There will be an anonymous questions box available through SEQTA for any Students will need:
questions you may have Laptops
 Respect for each other, we all have difference experiences, knowledge and Pens
understanding around these topics. Everyone has the right to speak.
 It’s important not to tell personal stories about ourselves or others that
involve the use of drugs, sexual activity or mental health concerns.
 If anything, we discuss in the upcoming topics concern you, please talk to
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
What percentage of adolescents
take/use drugs
Understand
Being educated can help students
make informed decisions for their
health.
Do
Investigate and explain different
forms of drugs.
Content descriptors
(ACPPS089)
Body of lesson
Explanation of the purpose of the unit: (2-4 mins)
The main aim of this unit is to ensure that students have enough basic information to
help them make good decisions should they ever be in situations involving drug or
alcohol use, which might cause harm to themselves or others.
Pre-assessment – what do students know about drugs and alcohol (8-10 mins)
In small groups I want students to answer the following:
 What are drugs?
 Are they all illegal?
 What drugs do you know about?
 What are their effects?
 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

Week 1 lesson 2 (85 mins)
Learning objective:
Drugs and alcohol-
the effects on your mental and
physical health.
How to minimize your risks
Understand:
The impact and risks of different
substances.
Contextual factors influence choice
Know:
Immediate and long-term effects of
a variety of illegal and legal drugs
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?
Lesson sequence Explanatory notes
Introduction Required resources:
PowerPoint
Play YouTube clip (5 mins) Brainstorming paper
- ‘Faces of meth’ https://www.youtube.com/watch?v=VsqVceV1bL0 Exit card on SEQTA
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:
Laptops
Outline todays lesson (2 mins) Pens
Body of lesson
PowerPoint: Recap of common drugs, stimulants, depressants and withdrawals
(25 mins)
-Give students deeper information regarding common drugs including cannabis,
pills/ecstasy, meth, cocaine, inhalants, heroin, hallucinogens, ‘legal highs’, and poly
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
choices they can make to protect
theirs and others health.
That alcohol has the greatest harm
rating for individuals and others of
any drug.
The government recommendations
for safe alcohol consumption
Do:
Students will be able to investigate
and analyse current alcohol
consumption guidelines.
Apply their knowledge and make
recommendations/strategies for
themselves and others.
Essential questions/key
discussion points:
What are the long term and
immediate effects of drugs?
Why does alcohol have the highest
harm rating?
What can we do as individuals to
reduce harm when consuming
alcohol?
Content descriptors:
(ACPPS089)
(ACPPS092)
-explain withdrawal/comedown
-doing this will cover any gaps from previous lesson.
PowerPoint: Focus on the risks of alcohol (20 mins)
-look at statistics of harm caused by drugs, highlight that alcohol has the biggest risk
rating.
-question students why this is, look for answers including its legal, easily accessible,
it’s a social norm to drink in Australia.
-show images of sport endorsement, political endorsement and event endorsement of
alcohol consumption.
-highlight key risks of consuming alcohol and the impact on the adolescent brain.
Task 1 step 1: group investigation (10-15 mins)
-students will visit the below website and look at the government recommendations
for alcohol consumption
http://www.alcohol.gov.au/internet/alcohol/publishing.nsf/Content/guide-adult
-students will take notes of the key points within the guidelines
-students will discuss what their thoughts are (are they realistic guidelines? Would
you follow them?)
Task 1 step 2: student recommendations (10-15 mins)
-students will highlight what they believe to be appropriate and applicable alcohol
consumption recommendations for young people
-they will highlight what steps they could take to minimise the harmful effects of
alcohol
-these ideas will be discussed as a class and evaluate by the groups
PowerPoint presentation: responsible alcohol strategies (5 mins)
Highlight some key strategies to minimize the harmful risks of alcohol including:
-don’t pre-load
-set yourself limits and stick to them
-alternate between alcoholic and non-alcoholic drinks
-drink slowly
-try drinks with a lower alcohol content
-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)

Week 2 lesson 1 (55 mins)
Learning objective:
Drugs and alcohol- peer pressure
(scenarios and strategies)
Understand:
Contextual factors influence choice
Know:
Peer pressure is a contextual factor
that can impact our ability to make
correct/smart choices.
Do:
Evaluate situations where others
pressure you into alcohol and drug
related and propose appropriate
responses.
Reflect on possible outcomes for
adhering to peer pressure.
Essential questions/key
discussion points:
How does peer pressure influence
the decision you make?
-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)
Lesson sequence Explanatory notes
Introduction Required resources:
PowerPoint
Discuss lesson outline and learning objectives (5 mins) Brainstorming paper
Peer pressure scenarios
Body of lesson Exit card on SEQTA
Group discussion: what is peer pressure (5 mins) Students will need:
-students will talk within small groups and discuss what they think peer pressure it, Laptops
who do they feel pressure from, what they have said/done when they have felt Pens
pressured to do something.
Watch video: peer pressure (5 mins)
Link: https://youtu.be/F0DFDc GMIY8
This video gives an example of a young boy getting pressured into doing something
he doesn’t want to do.
Peer pressure scenarios (20 mins)
-in groups of 2-3 students will be given a variety of scenarios relating to drugs and
alcohol 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
-come up with multiple strategies to avoid the situation
-discuss as a class
Conclude/check for understanding
Exit card (5 mins)
How can you avoid/respond to peer
pressure?
What can happen if we adhere to
peer pressure?
Content descriptors:
(ACPPS089)
(ACPPS092)
(ACPPS094)
Week 2 lesson 2 (85 mins)
Learning objective:
Drugs and alcohol- safe partying,
what to if things go wrong.
Understand:
That people have different life
experiences, opportunities and
education that impact their ability to
make choices
That there are risks involved when
taking/using drugs and alcohol
Know:
that personal factors can influence
people’s ability to make choices
including personality, sense of self
and psychological state.
A variety of strategies and positive
choices that they can implement to
protect themselves and others
Do:
-the purpose of today’s lesson was?
-2 things I learnt in class today where?
-one question I still have is?
Time contingency activity
Students can categorise their use of strategy (humour, anger, excuse, avoidance,
etc.)
Or
Show more of you cant ask that: ice users https://iview.abc.net.au/programs/you-
cant-ask-that/LE1617H007S00#
Lesson sequence Explanatory notes
Introduction Required resources:
PowerPoint
Discuss lesson outline and learning objectives (5 mins) Brainstorming paper
Real life scenario task
Body of lesson sheet
Analysing party risks
Activity 1 – real life scenario (20-25 mins) task sheet
-students will open the real-life scenario ‘identifying risks’ worksheet on SEQTA Exit card on SEQTA
-within groups students will ready the true story
-after reading students will identify the top 5 risks taken throughout the story Students will need:
-students will discuss how these girls could have reduced their risk Laptops
-highlight points that could have resulted in serious injury or death/how could these Pens
have been prevented
-students will develop their own messages that could assist other young peoples from
experiencing a similar situation.
-class discussion of these points/how students feel towards the story.
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.
-Highlight that if students are ever in doubt to call 000 without hesitation.
Task two – Party risk assessment: (30-35 mins)
Part 1:
-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
variety of influences that impact
peoples choices
Evaluate situations and risks that
are present in social situations
Essential questions/key
discussion points:
What can be done to enhance
health, safety and wellbeing of
yourself and others?
What contextual factors can
influence peoples choices?
Content descriptors:
(ACPPS092)
(ACPPS094)
(ACPPS096)
Week 3 lesson 1 (45 mins)
Learning objective:
Relationship circles/ understanding
relationships
Understand:
-after reading have a class discussion on teenage party’s and gatherings/ what can
go wrong?
-in this article who has been affected by this and how?
Part 2:
-in small groups highlight the risks and potential risks involved with this party
-after students have exhausted a list they rill create a rule to combat the risk
-share with the class
PowerPoint: tips for safe partying (5 mins)
Highlight variety of strategies students can put in place to protect themselves on a
night out.
How YouTube clip: girl gets spiked at festival (5 mins)
Link: https://youtu.be/usBRyXmsEAM
This video shows students how easy it is for your drinks to get spiked when you’re
out.
Discuss keeping you eye on your drink 100% of the time.
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#
Lesson sequence Explanatory notes
Introduction Required resources:
>PowerPoint
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
them make good decisions regarding relationships and sexual health. sheet
that there a variety of different
relationship forms
relationships are complex and
constantly changing.
Know:
that relationships include
acquaintances, friends, family, and
close relationships.
Do:
Identify different relationships in
their lives and reflect upon how they
interact with these people
differently.
Essential questions/Key
discussion points:
>If communication is placed low in
the ranking could this lead to
problems? What is communication?
Is it talking and listening? How
could two people both make sure
they do this? Do they need to do it
regularly? What happens if they
only talk to each other but don’t
listen?
>if freedom ranks low for one
person in a relationship, what
happens if one person is jealous all
the time and wants to stop their
partner from having close
friendships and going out with other
people?
>if good looks is place high in the
ranking, what does good looks
mean to you? If good looks is
>Healthy relationships
Introduce what we will be covering (2-4 mins) worksheet
-relationships including: relationship circles, what a respectful relationship is, love and >relationship qualities
intimacy. cards
-sexual activity >Exit card on SEQTA
-consent
-STIs Students will need:
-safe practices Laptops
Pens
Body of lesson
Task 1 – group norms (10 mins)
-students will discuss behavioural expectation that they believe will help the
classroom operate in a safe and supportive way.
-we will share these as a class and create a list of class norms that we will follow.
-some group norms I would like to enforce:
no mobile phones for privacy reasons
everyone has the right to pass
everyone has the right to speak
respect for one another
We do our best in class discussions as it will be more enjoyable if everyone
participates.
-highlight why we use group norms.
Task 2- Relationships (15 mins)
-give students the relationship circles worksheet
-ask students to write down people that fit into the following categories
(Acquaintance, Friend & close.)
-tell students the purpose of this is to think of people that fit into different areas
within their lives.
-now ask students to consider the physical contact that they believe is acceptable for
the different categories.
-share students opinions with the class.
-what are some reasons people’s opinions may differ regarding acceptable
contact/communication within these different relationship circles
>personal experience
>culture
>upbringing
>circumstances of the interaction
>being male or female.
ranked low, how do we become
attracted in the first instance? Is
being attracted to someone the
same as good looks?
>do you think sex is a priority in all
intimate relationships? What is
required to maintain an intimate
relationship for the long term? If
two people have different
expectations about sex what might
this mean for the relationship?
Week 3 lesson 2 (85 mins)
Learning objective:
Respectful relationships/
relationships continuum
Introduce second assignment
Understand:
What respectful and disrespectful
relationships look and feel like.
Know:
students will know what behaviours
can indicate disrespectful and
respectful relationships.
Task 3 – What is a healthy relationship?
-Ask students to complete the Healthy Relationships worksheet
-students will reflect upon their own values surrounding relationships
-discuss these as a class and compare difference
Task 4 – relationship qualities
-give students relationship qualities cards
-ask them to work in their groups and put the cards from highest importance to least
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
Lesson sequence Explanatory notes
Introduction (5 mins) Required resources:
>PowerPoint
Take roll/welcome class >Brainstorming paper
>respectful/disrespectful
Recap of previous lesson scenario cards
last lesson we discussed different types of relationships and how these relationships >respectful/disrespectful
differ between different levels of closeness. position cards
>R.A.F.T assessment
Lesson outline task uploaded to SEQTA
Today we will be looking at respectful and disrespectful relationships and discuss and >Exit card on SEQTA
identify the reasons that make situations respectful/disrespectful.
Students will need:
Laptops
Pens
Do:
Students will develop skills to build
respectful relationships and
challenge disrespectful relationships.
Essential questions/ key
discussion points:
Discuss that leaving a disrespectful
relationship can be hard. But no one
needs to stay in a relationship
where they are not being/feeling
respected.
Being able to seek help when a
relationship is disrespectful is an
important life skill.
Body of lesson
Task 1: relationships continuum (50 mins)
- Organise students into a semi-circle and identify an imaginary continuum around
the circle ranging from Respectful to Disrespectful relationships. Explain that the
activity is referring to intimate relationships.
- Give each student a Situation card. Ask them to place themselves along the
continuum according to whether they believe people their age (or a different age)
would consider that situation to be respectful or disrespectful, or somewhere in
between
- Once they are in position they should compare their situation with that of others
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
their choice.
- Ask some who are at the respectful end to read out their situation and explain their
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
discussion points:
• Everyone has the right to feel safe
and be treated with respect.
• People need to trust their gut
instinct and if feeling uncomfortable
about a relationship find someone
to talk to. People often have a gut
feeling very early on when a
relationship is not based on respect
and equity, and where a partner is
showing controlling behaviour.
• Acknowledge that it can be hard
to leave an abusive relationship. It
may take time to find the courage
and right circumstances to leave.
• We should take responsibility to
look out for and support friends.
• There is help available at a range
of health services.
Body of lesson
Abuse of power in intimate relationships (40 mins)
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
happen in different ways. For example, the abuse can be emotional, verbal, social,
financial, physical or sexual. None of these are more or less important or harmful
than others. None are acceptable. They are all against the law.
2. Write on the board the headings Emotional, Social, Financial, Physical and Sexual.
Ask students to form small groups and brainstorm 3 examples of what each type of
abuse may look like in an intimate relationship. (Refer to Types of abuse)
3. Watch Love Control and ask students to identify examples of each type of abuse.
Record these on the board.
4. Watch Alice & Dave and Scott & Reilly and ask students to identify types of abuse
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
the board. Remind students that it is important that friends support and look out for
each other. BUT if abuse occurs the perpetrator is 100% to blame.
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.
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.
Essential questions/key
discussion points:
• Everyone has the right to feel safe
and be treated with respect.
• People need to trust their gut
instinct and if feeling uncomfortable
about a relationship find someone
to talk to. People often have a gut
feeling very early on when a
relationship is not based on respect
and equity, and where a partner is
showing controlling behaviour.
• Acknowledge that it can be hard
to leave an abusive relationship. It
may take time to find the courage
and right circumstances to leave.
• We should take responsibility to
look out for and support friends.
• There is help available at a range
of health services.
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
losing your virginity?
Body of lesson
4. Watch Alice & Dave and Scott & Reilly and ask students to identify types of abuse
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
the board. Remind students that it is important that friends support and look out for
each other. BUT if abuse occurs the perpetrator is 100% to blame.
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.
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

Week 5 lesson 1 (55 mins)
Learning objective:
Responsibility/vulnerability
Understand:
A victim is never to blame.
Know:
That rape is not okay, and it effects
both males and females.
Do:
Will identify responsibility and
vulnerability in different scenarios.
Essential questions/Key
discussion points:
We can all make decisions about the
situations that we get into that may
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
Lesson sequence Explanatory notes
>PowerPoint
Introduction >copy of Kim scenario
card
Take roll/welcome class >copy of scenarios
>copy of discussion
Recap of previous lesson questions
So far, we have unpacked what a respectful relationship is and have identified what
is wanted and unwanted in relationships. We have also looked at abuse and looked at
how it can come in a variety of different forms.
Lesson outline
Today we will
-look at responsibility and vulnerability regarding rape, sexual assault, coercion and
consent to sexual activity in relationships.
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
losing your virginity?
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.

Week 5 lesson 2 (85 mins)
Learning objective:
Sexual activity/Negotiating consent
Understand:
A victim in never to blame
Know:
What responsibility and vulnerability
is regarding rape, sexual assault,
coercion and consent to sexual
activity in relationships.
Do:
Identify a range of issues regarding
sexual activity/negotiating consent
Essential questions/key
discussion points:
We can all make decisions about the
situations that we get into that may
increase or decrease our
vulnerability.
What behaviours may lead to
vulnerability?
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
Lesson sequence Explanatory notes
Required resources:
Introduction
>PowerPoint
Take roll/welcome class >Exit card
>A3 paper
Recap of previous lesson >Consent video
So far, we have unpacked what a respectful relationship is and have identified what >scenario cards
is wanted and unwanted in relationships. We have also looked at abuse and looked at
how it can come in a variety of different forms.
Lesson outline students need:
Today we will >pens
-look at responsibility and vulnerability regarding rape, sexual assault, coercion and >laptops
consent to sexual activity in relationships.
Teaching focus:
Body of lesson >challenge students to
think critically through
Part 1: sexual activity (20 mins) open ended questions
Table discussions (8 mins)
>give students a range of questions relating to sexual relationships and sexual
intercourse including:
-What does ‘having sex’ mean?
-does having a sexual relationship necessarily mean having sexual intercourse?
Why/why not?
Does someone take some
responsibility if they have made
themselves vulnerable?
-why do people choose not to have sex?
-why do people choose to have sex?
-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

Week 6 lesson 1 (55 mins)
Learning objective:
Sexually transmitted infections
Understand:
That there is safe and unsafe
practices involved in sexual
intercourse/sexual activity
Know:
What STI’s are and how to reduce
the risk of contraction.
Do:
Investigate different sexually
transmitted infections and teach
each other about them
Essential questions/key
discussion points:
>are all STI’s curable?
>do all STI’s have symptoms?
>how can we best protect ourselves
from STIs?
>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
Lesson sequence Explanatory notes
Introduction Required resources:
Take roll/welcome class >PowerPoint
>Exit card
Recap of previous lesson >A3 paper
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
how it can come in a variety of different forms. Last lesson we specifically looked at >Herpes… the secret is
responsibility and vulnerability regarding rape, sexual assault coercion and consent to out video
sexual activity in relationships.
Lesson outline
Today we will
-Develop an understanding of what STI’s are, developing this information and gaining students need:
an understanding will help to minimise the chances of contracting and STI. >pens
>laptops
Body of lesson Teaching focus:
>challenge students to
Video 1: Sexually transmitted infections (2.26) think critically through
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)
Learning objective:
Safe and unsafe practices
Understand:
That sexual activity has risks
Know:
That there is a variety of different
ways to be protected during sexual
activity.
Common varieties of contraception,
how they work, advantages and
disadvantages and where to access
them.
Do:
Work together
Essential questions/Key
discussion points:
What is the purpose of different
forms of contraception’s (hormonals
vs barrier)
Do all methods work for all people?
What risks are being taken if you do
not use contraception?
What if the contraception does not
work?
Lesson sequence Explanatory notes
Required resources
Introduction >PowerPoint
>A3 paper
Take roll/welcome class >contraception box
>bananas/condoms
Recap of previous lesson >match the
Last lesson we gained an understanding of what STIs are, by doing this we are not contraception cards
greater aware of the risks of engaging in sexual activity regarding our health.
Lesson outline students need:
Today we will >pens
Increase our knowledge and understanding about contraception and which choices >laptops
are most suitable for young people. You will learn about varying types of
contraception, how they work, advantages and disadvantages and where to access
the, Teaching focus:
>ensure students feel
Body of lesson support in a safe
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.
>there cards will be cut up.
>students will need to match up the contraception with how it works, its advantages,
disadvantages and its usage.
Class discussion: match the contraception
>The class will work through each contraception and discuss the above match up.
>any incorrect answers will be corrected
>teacher will discuss other common contraception’s
Activity 2: condom application/looking at contraception
>students will have an opportunity to look at different forms of contraception
>students will have the opportunity to apply a condom onto a plastic banana penis.
>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)