Sexual Activity & The Law

This lesson gives students an opportunity to identify and discuss laws and legislation in relation to sexual activity.

Learning intentions:

  • Identify laws and legislation in relation to sexual activity
  • Recognise the importance and limitations of legislation in creating safety
  • Understand the legal and social difference between flirting and sexual harassment

Digital Educator: Chloe

  • 12-30 learners

    Class size

  • 8+

    Year Level

  • 40-60 minutes

    Course duration

  • One

    Student Handouts

    Preparing for the lesson

    Information
    Resources

    ACHPE Objectives

    UNESCO Objectives

    Safety & Wellbeing

    Sequence
    Extension
    In this Sexual Activity & The Law lesson, students will be introduced to the concepts of legislation and sexual harassment.

    The lesson will help students understand the laws that apply to them, as legislation varies by location. Following a knowledge-building segment, students engage in a collaborative group discussion to share insights and delve into the reasons behind the existence of these laws. They will work in small groups to match legal terms with their definitions. The focus of the lesson will be on differentiating between sexual harassment and flirting, and recognising the one-sided and harmful nature of unwanted sexual behaviours. The class will then complete an interactive quiz to distinguish between consensual and non-consensual behaviours based on common scenarios for their age group. 

    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

    Student Printouts

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    AC9HP8P07: Explain and apply skills and strategies to communicate assertively and respectfully when seeking, giving or denying consent.  
    • 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.  
    • Examining the nature of consent in different types of relationships, and proposing and practising strategies for seeking, giving and denying consent respectfully.  


    AC9HP8P04:     Examine the roles of respect, empathy, power and coercion in developing respectful relationships.  
    • Recognising the impact bullying and harassment can have on relationships, including online relationships.  
    • Examining what constitutes disrespectful, harmful or violent behaviour within peer, family and intimate relationships. 
    Key Concept 4: Violence and Staying Safe
    4.3 Safe Use of Information and Communication Technologies.
    • Key idea: The Internet, cell phones and social media can be sources of unwanted sexual attention.


    Key Concept 5: Skills for Health and Wellbeing
    5.2 Decision-making.
    • Key idea: The process of making decisions about sexual behaviour includes consideration of all positive and negative potential consequences.
    • This lesson discusses rape and sexual assault. It is important that students are given the opportunity to take an OBSERVER role during activities or to leave the classroom at any time.
    • For some students, learning that their experiences fit a legal definition 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.
    • Visit a legal website like Youth Law Australia, www.yla.org.au  and discuss the potential consequences for breaking these laws.
    • Research legislation in Australia with a focus on racism and sexism in laws. Writing prompts could include taking a position on whether a criminal code written in the 1800s is relevant (or not) to life in the 2000s.

    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.

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