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Buzz Or Buzzkill? Alcohol and Consent

This lesson is an exploration of the complex intersection of alcohol and sexual activity in the lives of young people. 

Learning intentions:

  • Understand the impact of alcohol on the brain
  • Understand the impact of alcohol on sexual activity/behaviour
  • Differentiate between active and contextual consent cues
  • Identify an organisation that provides support to people who are concerned about their drinking

Digital Educator: Chloe

  • 12-30 learners

    Class size

  • 11+

    Year Level

  • 45-60 minutes

    Course duration

  • One

    Student Handouts

    Preparing for the lesson

    Information
    Resources
    ACHPE Objectives
    UNESCO Objectives
    Safety & Wellbeing
    Sequence
    Extension
    In this Buzz Or Buzzkill? Alcohol and Consent lesson, students will develop their understanding of alcohol's impact on sexual decision making. 

    Students will complete a quiz as a starting point for knowledge sharing and learning. They will then watch a short video on alcohol's impact on the brain before working in small groups to discuss then research a series of questions. 

    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

    There is no Facilitator Cheat Sheet for this lesson. 

    How Does Alcohol Affect The Brain

    Student Printouts

    Additional Student Resources

    Not applicable.
    Key Concept 4: Violence and Staying Safe
    4.2 Consent, Privacy and Bodily Integrity.
    •  Key idea: Consent is critical for healthy, pleasurable and consensual sexual behaviour with a partner.
    •  Key idea: It is important to be aware of factors that can impact the ability to acknowledge or give consent.


    Key Concept 5: Skills for Health and Wellbeing
    5.1 Norms and Peer Influence on Sexual Behaviour.
    •  Key idea: It is possible to make rational decisions about sexual behaviour.


    5.3 Communication, Refusal and Negotiation Skills.
    •  Key idea: Effective communication is key to expressing personal needs and sexual limits.


    5.4 Media Literacy and Sexuality.
    •  Key idea: Negative and inaccurate media portrayals of men and women can be challenged to influence behaviour positively and promote gender equality.


    5.5 Finding Help and Support.
    •  Key idea: Everyone has the right to affordable, factual, and respectful assistance that maintains confidentiality and protects privacy.
    • This lesson plan involves students examining examples of unethical behaviour, which in some circumstances represents a form of sexual assault. Students of all genders may find this content confronting and uncomfortable.
    • It is important that students are given the opportunity to observe activities or to leave the classroom at any time.
    • For some students, learning that their experiences and/or behaviour has been unethical (and potentially harmful and illegal) can be challenging and others will feel empowered. Ensure you are familiar with your reporting obligations under local legislation and your school policy and procedures. Remind students that if they are feeling unsafe at any point during this activity, to leave the learning space and seek support from wellbeing staff at your school. 
    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.

    In Year 11 and 12 you can deliver lessons from either year level. It can be helpful for Year 12's to explore more foundational issues in the Year 11 curriculum. It is also beneficial for Year 11's to have access to more advanced lessons from the Year 12 curriculum.  

    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.

    Group Agreements & Pod Mapping should be the first lesson as per best practice.
    1. Students can devise their own ethical frameworks that include questions or decision making tools.
    2. Students can research the impacts of alcohol on decision making to produce assessment pieces. 
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