Show Me The Money

This lesson supports students in recognising the various manifestations of coercion using a practical and safer experience.

Learning intentions:

  • Understand coercion and how it undermines consent

  • Recognise the difference between negotiation and persuasion

  • Develop skills for communication and negotiation that prioritise the needs of both people

Digital Educator: Vanessa

  • 12-30 learners

    Class size

  • 7+

    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 Show Me The Money lesson, students will be introduced to the concepts of coercion and consent.

    Students will work in pairs through various stages of an activity that encourages experimentation with the concepts in a safe and controlled way. The will begin with attempts to convince their partner to hand over a $5 note and progress to practicing respectful responses to a 'no' decision. After each stage of paired work, students will engage in a large group discussion with guiding questions.

    To conclude the lesson they will consider their own views on a set of statements about negotiation and persuasion, then demonstrate and share their ideas in a class opinion continuum.

    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

    The printout is of Australian currency. You can use your local currency or something else that has value to your cohort. 

    Additional Student Resources

    AC9HP8P04: Examine the roles of respect, empathy, power and coercion in developing respectful relationships.
    • Examining what constitutes disrespectful, harmful or violent behaviour within peer, family and intimate relationships. 


    AC9HP8P07: Explain and apply skills and strategies to communicate assertively and respectfully when seeking, giving or denying consent.
    • Exploring and refining skills and strategies needed to communicate assertively and respectfully in relationships.
    • Examining the nature of consent in different types of relationships, and proposing and practising strategies for seeking, giving and denying consent.
    Key concept 5: Skills for Health and Wellbeing
    5.3 Communication, Refusal and Negotiation Skills.
    • Key idea: Effective communication uses different modes and styles, and is important to expressing and understanding wishes, needs and personal boundaries.
    • Throughout this lesson, it is preferable that students are in pairs, however, we must acknowledge that some students will already have experiences of consent violations and trauma, and for them, a lesson like this can be uncomfortable or unsafe.
    • The OBSERVER ROLE is a good way to encourage students to still participate without having to be directly involved in the somatic experience of coercion. It is important not to challenge or question why a student wants to observe, after all that in itself would be coercive.
    • Monitor students throughout the activity stages and be prepared to interrupt if pairs are moving toward physical violence. If you notice anyone looking frightened, scared, or detached you should approach slowly and engage the pair in a grounding conversation that focuses on something tangible. For example, you might say "Let's have a break from this activity and take a moment to look out the window/take a few breaths/move our bodies".  
    • Challenge students to demonstrate the difference between negotiation and persuasion by role playing a scenario from their peer groups. Ask each group to perform to their peers, with the audience having to identify which version represented negotiation and which version represented persuasion. 

    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 cybersafety. 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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