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What's The Harm?

This lesson is an exploration of the role ethics, morals and legislation play in sexual decision making. 

Learning intentions:

  • Differentiate between a legal approach, an ethical approach and a moral approach
  • Develop an awareness of the ethical framework informing their own ideas and decisions
  • Consider the extent to which social values impact their ethical framework
  • Consider the extent to which legislation impacts their ethical framework

Digital Educator: Chloe

  • 12-30 learners

    Class size

  • 11+

    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 What's The Harm? lesson, students will develop their understanding of ethical decision making. 

    Students will think about their own values and develop an awareness of how (and where) their values differ from those of their peers. Instigating conversations about topics not usually discussed between the students forms the basis of the lesson. Working in small groups, students will reflect on the strengths and issues in their age group, and how ethical, legal and moral decision making can be impacted by alcohol. power, and peers. The final activity encourages students to apply the different frameworks to real world scenarios. 

    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.  

    Student Printouts

    Additional Student Resources

    Not applicable. 
    Key Concept 1: Relationships
    1.2 Friendships, Love and Romantic Relationships.
    •  Key idea: There are healthy and unhealthy sexual relationships.

    1.3 Tolerance, Inclusion and Respect.
    •  Key idea: It is important to challenge stigma and discrimination and promote inclusion, non-discrimination and diversity.

    Key Concept 2: Values, Rights, Culture and Sexuality
    2.1 Values and Sexuality. 
    •  Key idea: It is important to know one’s own values, beliefs and attitudes, in order to adopt sexual behaviours that are consistent with them.


     2.3 Culture, Society and Sexuality.
    •  Key idea: It is important to be aware of how social and cultural norms impact sexual behaviour while developing one’s own point of view.

    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.
    •  Key idea: Homophobia and transphobia are harmful to people of diverse sexual orientation and gender identity.

    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.
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    Key concept 5: Skills for Health and Wellbeing
    5.2 Decision-making.
    •  Key idea: Sexual decision-making has consequences on oneself and others, including social and health consequences.
    •  Key idea: Sexual decision-making can result in possible legal consequences.
    • 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.
      Students will be reflecting on the strengths and behaviours of their age group. You may need to use protective interrupting as students are likely to focus on specific examples in this activity.
    • 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. 
    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. 
    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.

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