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What's In A Relationship?

This lesson examines the foundational elements of relationships.

Learning intentions:

  • Critique the various reasons people may want (or not want) to have a relationship
  •  Develop an awareness of relationship qualities that are important to them
  • Identify responsibilities that people in relationships have to ensure the relationship is mutually rewarding
  • Understand that intimate relationships are not essential to experience happiness!

Digital Educator: Chloe

  • 12-30 learners

    Class size

  • 9+

    Year Level

  • 40-60 minutes

    Course duration

  • Three

    Student Handouts

    Preparing for the lesson

    Information
    Resources
    ACHPE Objectives
    UNESCO Objectives
    Safety & Wellbeing
    Sequence
    Extension
    In this What Is A Healthy Relationship? lesson, students will explore the elements of healthy relationships.

    They will discuss their own views on a set of relationship values through small group work and share their opinions in a large group discussion. Students will apply those values in a sorting activity that encourages thinking on the ambiguity of actions. This activity highlights the impact of the presence or absence of these values on behaviours. The final discussion encourages students to consider help seeking and support in relation to unhealthy relationships. 

    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.

    This lesson is based on the work of Justin Hancock and the Practical Guide to Love, Sex and Relationships, developed by La Trobe University.


    Facilitator Printouts

    Student Printouts

    AC9HP10P01: Analyse factors that shape identities and evaluate how individuals influence the identities of others.
    • Evaluating how societal norms, stereotypes and expectations influence how young people view themselves and how they deal with these influences. 


    AC9HP10P02:     Refine, evaluate and adapt strategies for managing changes and transitions.
    • Assessing behavioural expectations in different relationships and social situations, and examining how these expectations can influence decisions and actions.


    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.
    Key Concept 1: Relationships
    1.2 Friendships, Love and Romantic Relationships
    • Key idea: Inequality within relationships negatively affects personal relationships.
    • Key idea: Romantic relationships can be strongly affected by inequality and differences in power.


    Key Concept 2: Values and Sexuality     
    •  Key idea: It is important to know one’s own values, beliefs and attitudes, how they impact on the rights of others and how to stand up for them.

    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.

    • There will be students in your class who have experienced domestic and family violence. If students are wanting to observe or not actively participate this is ok.
    • Monitor the gender dynamics through these discussions and challenge any outdated gender stereotypes that persist. Unhealthy relationships are driven by unequal gender dynamics and impact people in heterosexual and same gender relationships.
    • Be aware that many young people (especially those who struggle with friendships in the classroom) may have very rich online relationships and connections. Encourage recognition of the diversity of human connection and the ways that qualities and skills apply to online spaces. It is often surprising to hear the the contributions of students once the conversation is opened up in this way. 
    • You do not want to encourage young people to behave in a way that could make them unsafe. However, it is important that all young people understand there are certain situations in which speaking up is protective.
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