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Drivers Of Sexual Violence

This lesson examines the individual, community, institutional, and societal drivers of sexual violence perpetration.

Learning intentions:

  • Understand the nature and prevalence of sexual violence 
  • Understand the drivers of sexual violence perpetration
  • Understand structures, norms and practices that increase the probability of violence against women
  • Explore opportunities for sexual violence prevention strategies

Digital educator: Ben

  • 12-30 learners

    Class size

  • 11+

    Year Level

  • 45-60 minutes

    Course duration

  • Three

    Student Handouts

    Preparing for the lesson

    Information
    Resources
    ACHPE Objectives
    UNESCO Objectives
    Safety & Wellbeing
    Sequence
    Extension
    In this Drivers Of Sexual Violence lesson, students will strengthen their understanding of the concepts of social and systemic factors in relation to the perpetration of sexual violence. 

    Throughout this lesson, students will be provided with cards listing many of the driving factors of sexual violence perpetration which they will sort both into an ecological model and into the overarching driver category. This knowledge development will form the foundation for the final activity looking at effective prevention strategies that target all aspects of society from the individual through to institutions and social norms. 

    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.  

    The evidence base for this lesson has been mostly derived from Our Watch, as well as other national and international evidence. Our Watch is an independent, not-for-profit organisation established in 2013 by the Victorian and Commonwealth governments. Since then, all State and Territories Governments have joined as members. They work to embed gender equality and prevent violence in Australia. For more information about this organisation, click here.  

    Facilitator Printouts

    Student Printouts

    Not applicable.
    Key Concept 3: Understanding Gender
    3.1 The Social Construction of Gender and Gender Norms. 
    • Key idea: It is important to challenge one’s own and others’ gender biases.


    3.2 Gender Equality, Stereotypes and Bias.
    • Key idea: Gender inequality, social norms and power differences influence sexual behaviour and may increase the risk of sexual coercion, abuse and Gender Based Violence.
    • Key idea: Intimate partner violence is harmful, and support exists for those who experience it.


    3.3 Gender-based violence.
    • Key idea: Everyone has a responsibility to advocate for gender equality and speak out against human rights violations such as sexual abuse, harmful practices and other forms of Gender Based Violence.


    Key Concept 4.1 Violence
    •  Key idea: Everyone has a responsibility to advocate for people’s health and wellbeing free from violence.
    • This lesson directly addresses the drivers of sexual violence perpetration, including explicit mention of rape and sexual assault.
    • This lesson directly examines themes of gender inequality that are pervasive within society. Students of all genders may find this content confronting and uncomfortable.
    • Please also inform the counsellor/wellbeing staff that you are planning to teach this activity in advance. If possible, have a school counsellor/wellbeing leader/youth worker in the learning space during the activity who can act as an emotional monitor. This is particularly salient if you have victim/survivors of sexual violence in your class.
    • It is important to note that information from OurWatch is gendered and we encourage teachers to use discretion when presenting this information to their students.
    • The final activity focussing on prevention can be made into a larger body of work for assessment. 
    • In small groups, student can watch the videos on the Never Follow campaign website, then develop their own role play or poster that promotes the diverse ways to be a man. 
    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.

    1. Group Agreements & Pod Mapping should be the first lesson as per best practice.
    2. The program should finish with Great Debates as it provides an opportunity for students to integrate their learnings with their own values and engage in respectful communication on conflicting views. 
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