Key Messages

  • Everybody has the right to feel safe and respected in a relationship.
  • Not all types of sexual activity will be acceptable to all people.

Learning Intention

To provide open discussion about expectations in relationships including sexual behaviour in relationships, as a means of exploring emotional, social and physical safety within relationships.

Time

30 minutes

Required Resources

  • A set of Giving relationships the green light cards
  • Giving relationships the green light Teacher reference sheet
Download Required Resources

Teaching Notes

Some of the scenarios in this activity are quite explicitly sexual. Scenarios could be adapted or selected depending on the maturity of the group.

As this activity askes students to discuss sexual behaviour, it is important to begin this activity with content warning including ways of exiting the class if necessary and avenues to find more support.

SHV recommends that wellbeing staff are aware that sexual content is being explicitly discussed and to be prepared for disclosures after the session. Students can also be referred to Kids Help Line and Sexual Assault Services Victoria.

Procedure

This process could be done as a whole class activity or in small groups. Small groups could summarise any cards which caused discussion or difference of opinion within the group.

  1. Place three traffic light cards on the floor.—red, amber, green and note what each colour represents on the board (see Teacher reference sheet).
  2. Explain that students are going to think about relationships and how people might feel about what is acceptable behaviour in a relationship.
  3. Read through what each of the lights represent.
  4. Hand out a behaviour card to each student.
  5. Ask the students to read their card out and decide which colour it belongs with.
  6. Discuss the location of the cards with the students and identify any that some people believe belong in a different category.
  7. Identify the features that are common to those in the red category. These behaviours could indicate an abusive or exploitive relationship.
  8. Answer any questions and focus the discussion on the attitudes expressed by the students.

Alternatively: behaviour cards could be displayed on a screen one at a time. Invite class discussion around where behaviour belongs within the traffic light system.

Questioning

  1. What factors informed decisions to place cards in each category?
  2. What extra information might be needed to make a decision?
  3. Did gender feature in any discussion?
  4. Was there disagreement about placement of any card? Why?
  5. Could any ‘red light’ behaviour ever be okay?
  6. Does it matter how many times the behaviour occurs?
  7. How might the behaviours in the green category make someone feel?
  8. What signals might someone get that show the effects of the behaviour in the amber and red categories?
  9. What could someone do if they were faced with behaviour in the amber or red categories?
  10. Why might it be difficult to leave a relationship even when there were obvious ‘red light’ behaviours?
  11. What supports are available to someone needing help in a relationship?

Summary

Some behaviours are clearly not acceptable. Some behaviours might be discussed based on values or context. A relationship which has no ‘green light’ features might make a person feel negatively about
themselves and the relationship. Relationships are supposed to make people feel good about themselves and their partners.

It can be helpful to check in with peers or adults to get perspective about what is OK and what is not OK in a relationship.

Help is always available.

Curriculum Information