You Like Someone?
What Now?

This lesson will focus on the skills of listening and starting a conversation.

Learning intentions:

  • Develop respectful ways to communicate interest and connection
  • Understand the role gendered expectations can play in dating and relationships
  • Identify risk and rejection when meeting new people

Digital Educator: Mei

  • 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 You Like Someone? What Now? lesson, students will be introduced to the concepts of attraction and respectful communication.

    The lesson starts with a short video on attraction from La Trobe University, with students analysing the messaging and advice presented and its relevance to their own experiences. They will explore useful conversation starters and the way communication is shaped by gendered expectations. The last activity is focused on active listening, providing an opportunity for students to experience what it is like to be listened to or not.

    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 work from the “Practical Guide to Love, Sex and Relationships” resource by Latrobe University.

    Facilitator Printouts

    Student Printouts

    AC9HP8P03: Examining how roles, decision-making, and levels of power, coercion and control within relationships can be influenced by gender stereotypes. 
    • Examining how gender roles and stereotypes can influence beliefs and decisions about self, friendships, sexual relationships, sexual behaviour.
    • Identifying those positive character attributes and strengths that are valued regardless of gender. 
    • Investigating strategies that have been successful in challenging harmful or limiting stereotypes, attitudes or practices.
    Key Concept 3: Understanding Gender  
    3.1 The Social Construction of Gender and Gender Norms.
    • Key idea: Gender roles and gender norms influence people’s lives
    • Key idea: Romantic relationships can be negatively affected by gender roles and gender stereotypes.


    Key Concept 5: Skills for Health and Wellbeing.

    5.3 Communication, Refusal and Negotiation Skills. 
    • Key idea: Good communication is essential to personal, family, school, work and romantic relationships.
    • This lesson can be difficult for students who are socially isolated or are experiencing bullying.
    • Try to encourage students to view friendship and romantic relationship development as lifelong skills and emphasise that our relationships change throughout our lives. 
    • 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. 
    This activity is a fun demonstration of the effect of body language on signalling our willingness to talk to people. 
    1. Tell the students to stand in a circle. First, ask the students to move into the centre of the circle as if they were getting into a elevator. Most likely they will be reserved with their eyes down, and voices quiet. 
    2. Next, have them move back to the larger circle. Then they must re-enter the circle as if they were walking into a party where they are reuniting with friends and family that they haven’t seen in a long time. 
    3. Note the change in body language – smiles, eye contact, questions, enthusiasm. This is a great discussion starter — seeing how people’s behaviour changes in different settings.

    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.