Key Messages

  • We each have the right to decide where our limit is in every relationship.
  • Intimacy can mean different things to different people.

Learning Intention

Students will: Be introduced to issues relating to relationships and communication.

Time

30 minutes

Required Resources

  • One set of “Intimacy scale” cards per group.
Download Required Resources

Teaching Notes

Intimacy can be described as a closeness between people which can be expressed physically and emotionally. It can change, diminish or grow over time. This activity allows students to examine their attitudes and values and how they might respond to real-life situations where they need to make safe choices. It generates a lot of discussion, so it is important to allow plenty of time for each step. Please note: This activity works best when students are starting to explore the idea of relationships or romantic interest.

Take care to ensure discussions are not limited to heterosexual relationships. young people may be forming ideas about their own gender identity and their sexual identity into the future. Gender is not mentioned within the cards so that young people might consider boys, girls, and non-binary people as well as diverse types of relationship.

Procedure

  1. As a class, brainstorm some words associated with the word ‘intimacy’. Allow students time to develop a definition and discuss as a class, until a consensus is reached. This should be a
    developmentally appropriate definition (e.g., closeness).
  2. Discuss the development of intimacy between people. Remind students that intimacy involves trust and can change or develop over time.
  3. Divide the class into four groups, providing each group one set of “Intimacy “cards.
  4. Students to place each card on a scale from ‘most intimate’ to ‘least intimate’ There are no incorrect answers, however each group must try to come to agreement about the placement of the cards. Allow plenty of time for group discussion.
  5. One person from each group to report back the 3 most intimate and 3 least intimate activities, justifying why they placed these behaviours where they did.

Questioning

  1. Does everyone have a right to decide where their limits are at any given time and what may influence a person’s decision?
  2. What happens when two people in a relationship want to experience different levels of intimacy and do you think it is easy or difficult to discuss these issues with someone else?
  3. What people or sources of information can an individual access if they have any further questions?

Variation
Rather than a group activity, each individual student could be provided with an intimacy behaviour card and asked to place him/herself silently on the continuum. Individual students would explanation their choice and further class discussion could then follow.

Curriculum Information