Key Messages

  • Every person has the right to decide when, or if, we are ready for sex.
  • There are many reasons to decide to have sex or not to have sex. Ideally, people choose sex for reasons that make them feel good about themselves and their partner.

Learning Intention

Students will:

  • Explore sexual decision-making from all sides
  • Analyse the difference between valid and unsound reasons for saying yes and no in sexual decision making

Time

15 – 30 Minutes

Required Resources

  • Paper and pens
  • Reference sheet
Download Required Resources

Success Criteria

Students will be able to:

  • how people make decisions around sexual activity
  • what factors might affect their decision-making ability
  • the importance of knowing the factors involved in sexual decision making

Teaching Notes

This activity promotes discussion the activity can be adapted by changing the scenario to suit your students’ situation or to repeat the process for a same-sex attracted couple. Similarly, ask groups to
brainstorm the pros and cons for each character.

It is very important for students to understand that every reason to say ‘No’ is valid and must be listened to and acted on (consent). Not every ‘Yes’ is for a valid reason (i.e. saying ‘yes’ under pressure.)

The character names are selected so that students may question gender roles. Ari is a gender neutral name. Maya is a feminine name. Students may make assumptions about the gender of the characters.

Option to change character names if students of these names are in the class.

Procedure

  1. Provide the following scenario to the class: ‘Ari and Maya go out to a party together. Ari is 17, Maya is 15. On the way home they start to discuss whether they will have sex or not’. Do not provide any further information.
  2. Indicate that there could be a whole range of reasons influencing why they may, or may not, want to have sex.
  3. Divide the class into four groups and give each a sheet of paper with a different heading:
    • Ari says ‘Yes',
    • Ari says ‘No',
    • Maya says ‘Yes',
    • Maya says ‘No'.
  4. Ask the students to write down all the reasons their character might make that decision, consider all possibilities.
  5. Ask each group to report back to the class.
  6. Groups responses can be recorded under headings Yes/ No.

Questioning

Which were the valid reasons for Ari and Maya to:
– Say Yes?
– Say No?

Remember everybody has the right to decide whether they are ready for sex or not. Every no is a valid no even if you don’t understand it.

Extension Questioning

An extended discussion could include the following points:

  • Was there discussion about the gender of Ari and Maya? Was this important to the discussion?
  • Were there any responses that were influenced by the gender of the characters?
  • What are the similarities and differences between the responses?
  • What pressures are there on young people to say yes or no?
  • What might these pressures look/sound/feel like?
  • What influences a person's decision not to have sex?
  • Are the pressures different for males than females?
  • Are the pressures different for same-sex couples?
  • Which were the valid reasons for Ari and Maya to: say yes? Say No? When analysing these decisions are people like to be subjective or objective?
  • Identify what the impact of saying yes for unsound reasons might be for a young person. How could this be avoided?
  • How do you think people know when they are ready for sex?
  • What happens when only one person in the relationship wants to have sex? What impact might this have on the relationship?
  • Where/ who could someone go to for help or information?

Curriculum Information