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Learning objective
Students learn how consent is communicated across various relationships and the underpinning elements that make consent assertive and respectful.
Take home messages
Materials
- Butchers paper
- Coloured pens
- Whiteboard and whiteboard pens
- Ball of wool - for reflection activity
Before you get started
Learning activities
Consent in different relationship types
30 minutes
- Ask class to name 6 different types of relationships (e.g. coach/player, teacher/student, parent/child, romantic partners, friends etc.)
- Split class into 6 groups and assign one relationship type per group
- Each group is given a piece of butcher's paper. Ask group to create 3 columns on the page.
- For each column, write a consent scenarios that may occur in that relationship type (e.g. asking to borrow a t-shirt (sibling), asking if they can play a different position (coach) etc.)
- For each scenario, list a way to respectfully respond and a way to disrespectfully respond.
- Ask groups to switch paper with another group.
- As a group, choose one respectful and one disrespectful scenario response to expand on.
- Break down what makes the response respectful or disrespectful - wording, body language, relationship type etc.
Developing assertive and respectful responses
20 minutes
- Ask groups to develop an assertive and respectful response to the below scenarios:
- Your boss asks you to stay at a shift longer but you know they often do this without extra pay that you're entitled to...
- Your coach keeps you on the bench for most of the games even though you go to training more than other team members...
- You give your brother permission to use your camera on Saturday but it's Sunday and he hasn't returned it yet...
- You tell your friend a secret and they tell the rest of your friendship group...
- Ask groups how they decided how they would respond to the scenarios? What personal values did you have to assess or discuss to get to a conclusion?
- What are the main criteria that you've noticed that makes a response assertive and respectful?
- How would you respond if your response was dismissed or ignored? What could you do and who could help?
3-2-1 Reflection
Spaghetti reflection
- In a circle, pass a ball of wool around by holding on to the wool before throwing the ball of wool to the next person so that it creates a web of wool (that looks like a bowl of spaghetti).
- Ask each student to name a respectful action/phrase that can be used when giving/receiving consent related scenarios i.e. "that's okay we don't have to" "is there something else you'd like to do?" " is there anything else you wanted me to know?" "thank you for telling me" etc.
