In this To Share Or Not To Share lesson, students will learn about the concepts of coercion and Image Based Abuse.

In small groups, students will discuss a TV show clip and a news article that both explore the dynamics of non-consensual image sharing and its connection to gender norms. Students will also receive definitions, legal information, and guidance on seeking help. 

• Understanding and applying online and social protocols to enhance relationships with others and protect their own wellbeing, including recognising and responding to online content that may be harmful for themselves or others (such as grooming or image-based abuse), respectfully communicating needs or concerns to others.

• Exploring strategies for dealing with online abuse and bullying when there is an imbalance of power, such as grooming, image-based abuse or negative social interactions, and reporting the situation to appropriate authorities, trusted adults and through online tools.  
• Analysing how bystanders play a role in ensuring online spaces are positive and safe, and examining how support services such as KidsHelpline and the eSafety Commissioner can provide support for young people who feel unsafe, bullied or abused online.  

• Analysing how messages related to sexual relationships are portrayed in different forms of media and how they may influence the way people act in relationships

• Key idea: Romantic relationships can be negatively affected by gender roles and gender stereotypes.

• 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.

• Key idea: Social and gender norms and peer influence can affect sexual decision-making and behaviour.

• Teen brains are wired for social interaction, bonding with others, and exploration of identity and sexuality. Their need for acceptance and belonging strongly drives their decisions. Puberty increases experimentation, sexual curiosity and sexual arousal. These hallmarks of adolescence increase the vulnerability of young people towards sexual exploitation. Young people who do not have strong attachments to peers or caregivers are at higher risk.
• Many students will have seen, sent or requested an intimate image. It is important not to introduce shame into what may have been healthy sexual development. Instead focus on the legislation and the lack of control over an image once it has been sent. 

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.
2. Puberty & Reproduction: A Refresher should be delivered early in the program to ensure students have an understanding of the physical, emotional, and social changes of puberty including menstruation and sperm production.