Thank you for your interest in this lesson. However, you do not have access with your current AISACT subscription. If your school is wanting to upgrade their individual subscription to access the full curriculum, please email info@respectcollective.com.au

Affirmative Consent

This lesson gives students an opportunity to explore legislative changes and consent criteria. 

Learning intentions:

  • Understand the affirmative consent model
  • Identify sexually coercive strategies 
  • Analyse complex case studies to assess whether an interaction was consensual
  • Suggest strategies to ensure a sexual interaction is consensual

Digital Educator: Charlie

  • 12-30 learners

    Class size

  • 9+

    Year Level

  • 60 minutes

    Course duration

  • One

    Student Handouts

    Preparing for the lesson

    Information
    Resources
    ACHPE Objectives
    UNESCO Objectives
    Safety & Wellbeing
    Sequence
    Extension
    In this Affirmative Consent lesson, students will analyse the concepts of consent and communication.

    Students will review an article on legislative changes before working in small groups to develop knowledge around the new approach to consent and its meaning for young people. Working in small groups, students will then utilise scenario-based discussions to take new perspectives and practise empathising with characters in complex situations. In this exploratory work they will consider the conflicting needs and perspectives. Students will complete the lesson by developing their own consent criteria to support healthy decision making. 

    Each lesson ends with a consolidation activity, inviting students to list 1 thing they have learnt from the lesson, 1 thing they already knew, 1 piece of advice they would share with a friend, and 1 adult or organisation that would be helpful in relation to the lesson topic.  

    Facilitator Printouts

    Students will need access to the article, What do affirmative sexual consent law reforms passed in NSW and proposed in Victoria mean for each state?.
    • It is linked in the resources section of the lesson player.
    • You can elect to print the article and make it available to each small group.
    • You can ask the students to access the article on their devices in their small groups.  

    Student Printouts

    Additional Student Resources

    AC9HP10P04: Evaluate the influence of respect, empathy, power and coercion on establishing and maintaining respectful relationships.
    •  Investigating the characteristics of positive, respectful relationships and the rights and ethical responsibilities of individuals in relationships.
    • Investigating how the balance of power influences the nature of relationships and proposing actions that can be taken when a relationship is not respectful.


    AC9HP10P07: Examine how strategies, such as communicating choices, seeking, giving and denying consent, and expressing opinions and needs can support the development of respectful relationships, including sexual relationships.
    • Describing strategies that enhance the safety and wellbeing of sexual partners, such as communicating feelings of each party, respecting boundaries and choices, gaining affirmative consent, assertive communication and respecting individuals’ rights.
    • Investigating the legal requirements for their state or territory in relation to seeking, giving, refusing and accepting the refusal of consent, and considering how these laws relate to relationships with friends, colleagues, strangers and intimate partners, in both online and offline interactions.
    • Reflecting on the potential impact of their own behaviour on others and the importance of taking responsibility for their own actions to ensure they do not harm others.


    AC9HP10P08: Plan, rehearse and evaluate strategies for managing situations where their own or others’ health, safety or wellbeing may be at risk.
    • Understanding the factors that impact a person’s ability to seek, give or deny consent, including when a person is affected by alcohol and other drugs, or there is an imbalance of power or coercion in the relationship.
    Key Concept 4: Violence and Staying Safe
    4.2 Consent, Privacy and Bodily Integrity
    • Key idea: Everyone has the right to be in control of what they will and will not do sexually, and should actively communicate and recognise consent from their partners.
    • Students may have already experienced consent violations. It is important to monitor the group and allow all opinions to be heard in a respectful and safe way. 
    • The scenarios may be familiar to students. Working in small groups will offer some protection for students. It is best to allow them to select their own groups for this lesson to allow students to create safety for themselves. 
    Ideally, you will have scope to deliver all of the lessons in your program. However we understand that many schools have limited capacity to do so. Should you find yourself having to implement part of this program, we have provided a suggested sequence of lessons within the broader skills and knowledge categories of relationship, consent, gender, and health & legal literacy. We recommend delivering at least one lesson from each category.

    1. Group Agreements & Pod Mapping should be the first lesson as per best practice.

    1. Working together in small groups, ask the students to research which jurisdictions (Australian or other) currently enforce affirmative consent legislation. Note: As at October 2023, Tasmania, ACT, NSW, Queensland and Victoria.
    2. Students can research the changes made to consent legislation around the world and the events that were catalysts for change. 
    Terms & Conditions of use

    Stay Connected

    • info@respectcollective.com.au
    Copyright © 2025

    Respect Collective Pty Ltd acknowledges the traditional owners and custodians of the lands and waters where we live, work, and meet. We pay our respects to elders past and present. Always was, always will be Aboriginal land.