Key Messages

  • During adolescence, young people may become interested in more intimate relationships.
  • These relationships may be sexual or not.
  • Everybody has the right to decide where their limit is in any given relationship.

Learning Intention

To consider what a healthy relationship could look like.

Time

30 minutes

Required Resources

  • Relationship timeline cards per group – one per group.
Download Required Resources

Teaching Notes

This activity assists students to examine realistic situations that affect their decision making. The more they are provided with situations that closely resemble their lives, the better prepared they will be to make healthy choices. This activity usually generates a lot of discussion and difference of opinion, so it is important to allow plenty of time for the group decision process and for class
discussion.

Students could consider these four pillars of healthy relationships: Consent, respect, mutuality & communication. Discussion can include how these are represented in their continuum.

Procedure

  1. Divide the class into groups of 4-6 students.
  2. Explain that each group will be required to arrange a set of cards on a continuum along the floor in the following order using the ‘Start’ card as a starting point: (for example: First meeting; First date; Tenth date; Three months after first date; One year anniversary; wedding.)
  3. ‘Never” card is to categorise things that students would never do in a relationship.
  4. Ask each group to read the relationship statements and, as a group, decide where each card should be placed on the timeline. There is no right or wrong answer.
  5. Allow sufficient time for each group to discuss and complete the activity.
  6. Ask each group to report back to the class.

Questioning

  1. A class discussion could focus on some of the following points:
  2. Was there a difference in individual perceptions regarding the placement of cards on the relationship timeline?
  3. At what point on the timeline did the relationship become romantic/ intimate?
  4. Does everybody have the right to decide where his/her limit is at any given time?
  5. Should the timeline be the same for every relationship?
  6. What part does communication play in the relationship timeline?
  7. What influences a person’s ideas about the relationship timeline?
  8. What happens when two people in a relationship want to be at different places on the timeline?
  9. Would the timeline change for older students or adults?
  10. Where/who can you go to for help or information about these issues?

Curriculum Information