Physical Touch- What's Ok And What's Not Ok?

This lesson explores different types of touch and the way they can make other people feel. 

Learning intentions:

  • Define sexual harassment
  • Differentiate between acceptable and unacceptable physical touch
  • Understand that there are types of non-sexual physical touch that are inappropriate
  • Know where to go for help and support 

Digital Educator: Chloe

  • 12-30 learners

    Class size

  • 11+

    Year Level

  • 45-50 minutes

    Course duration

  • One

    Student Handouts

    Preparing for the lesson

    Information
    Resources
    ACHPE Objectives
    UNESCO Objectives
    Safety & Wellbeing
    Sequence
    Extension
    In this Physical Touch- What's Ok And What's Not Ok? lesson, students will develop their understanding of the concepts of unwanted touch and sexual harassment.

    The first half of the lesson involves establishing definitions and understandings of the concepts of sexual touch, inappropriate touch, and sexual harassment. In the second half of the lesson, students will work through a number of case studies to put the concepts into practise. 

    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

    Additional Resources

    Not applicable. 
    Key Concept 4: Violence and Staying Safe 
    4.1 Violence.
    • Key idea: Everyone has a responsibility to advocate for people’s health and wellbeing free from violence.


    4.2 Consent, Privacy and Bodily Integrity.
    • Key idea: Everyone has the right to privacy and bodily integrity.


    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 have a name and are not ok 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.
    • Students can use the Australian Human Rights Commission's 'Developing a sexual harassment policy for your school' checklist to explore and expand school policy and procedures. 
    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.

    In Year 11 and 12 you can deliver lessons from either year level. It can be helpful for Year 12's to explore more foundational issues in the Year 11 curriculum. It is also beneficial for Year 11's to have access to more advanced lessons from the Year 12 curriculum.  

    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.

    Group Agreements & Pod Mapping should be the first lesson as per best practice.

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