Keeping myself safe

Students explore:

• different parts of the body, including those which are private
• rights and responsibilities
• appropriate touch
• how to respond to inappropriate touch.

Students will:

• recognise reactions and body signals to safe and unsafe situations
• develop their help-seeking and interpersonal skills, including how to express ways to show respect to others, and use No-Go-Tell.

Resource

Keeping myself safe

What are the changes happening in my world and how can I manage them?

Students identify and describe how their body grows and changes. They identify personal strengths and qualities and explain which activities they enjoy and why. Students recognise that people have different thoughts, feelings and responses to various situations and identify emotional responses people may experience.

Resource

What are the changes happening in my world and how can I manage them? (DOCX 15.8 MB) (Staff only)

Staying safe

Students:

• practise a range of protective strategies for responding to various situations
• build their understanding of connection and belonging by identifying groups they belong to and recognising behaviours which include and exclude others
• develop and apply interpersonal and self-management skills to build relationships, demonstrate cooperation and communicate respectfully in the class and small groups.

Resource

Staying safe

Strengths and strategies for safety

Students explore:

• positive ways of interacting with others
• how strengths can be used to demonstrate respectful behaviour
• differences between themselves and their classmates and the benefits of diversity.

They will:

• consider how body signals, inappropriate touch and unsafe secrets are warning signs and how they can recognise and make safe choices
• examine bullying behaviours and ways to respond to bullying from different perspectives.

Resource

Strengths and strategies for safety

What are the changes happening in my world and how can I manage them?

Students:

• explore the social, emotional and physical changes that may happen as they grow and develop
• identify strategies that will support them to manage change.

Resource

What are the changes happening in my world and how can I manage them? (DOCX 7.3 MB) (staff only)

My right to be safe

Students:

• identify the rights of themselves and others
• explore emotional and behavioural warning signs associated with safe and unsafe situations
• identify sources of support to assist them to learn about change and to seek help and advice to manage the changes associated with puberty.

Resource

My right to be safe

Standing up for the rights of myself and others

Students will:

• investigate whether the rights of others are being respected in given scenarios and use this information to identify behaviours that constitute various types of abuse
• recognise that everyone has the right to be safe
• recognise that they can use their personal power and strengths to stand up for their own and others’ rights in a safe and positive way.

Resource

Standing up for the rights of myself and others

What are the changes happening in my world and how can I manage them?

Students explore the social, emotional and physical changes that may happen as they grow and develop. They describe changes related to puberty and discuss how this can impact how they think and feel about themselves and different situations. Students identify strategies that will support them in managing change.

Resource

What are the changes happening in my world and how can I manage them? (DOCX 3.8 MB) (Staff only)

Safe and unsafe relationships

Students:

• explore the diversity of relationships and reasons why relationships change
• develop skills to recognise characteristics of respectful relationships
• identify safe and unsafe online behaviour, types of violence, coercion and how power might be abused
• develop and apply interpersonal and self-management skills to plan for safety online and offline, protect themselves and promote supportive upstander behaviour.

Resource

Safe and unsafe relationships

Power to protect

Students will:

• develop skills to identify emotional abuse, sexual abuse, neglect and forms of harassment
• consider contextual factors that influence the safety of a situation and develop safety plans to lower their level of risk
• discuss and practise protective strategies that can be used to support and protect themselves and advocate for others.

Resource

Power to protect

What are the changes happening in my world and how can I manage them?

Students investigate the social, emotional and physical changes that occur during puberty and ways to positively respond. They evaluate reliable sources of information and investigate help-seeking strategies to deepen their understanding of change. Students examine ways to use their strengths to establish and manage supportive relationships as they navigate change.

Resource

What are the changes happening in my world and how can I manage them? (DOCX 7 MB) (Staff only)

Establishing and maintaining respectful relationships online and offline

Students :

• apply interpersonal skills to practise negotiating consent and consider the factors which influence an individual’s decisions to engage in sexual activity.
• compare the similarities and differences in the rights and responsibilities between online and offline environments and make links between personal decisions, contextual factors and personal values in relation to sexual behaviours.

Resources to support the sequence can be downloaded and adapted.

Resources

Establishing and maintaining respectful relationships online and offline unit (DOCX 723 KB)

Establishing and maintaining respectful relationships online and offline resources (DOCX 845 KB)

Using my personal power positively

Students:

• explores types of power and the influence of family, media, and peers on power in relationships
• devise a range of help-seeking strategies to respond to abuse of power in relationships, identify techniques to persuade people to seek appropriate help in a range of situations and apply and evaluate communication skills to ask for help.

Resources to support the sequence can be downloaded and adapted.

Resources

Using my personal power positively (DOCX 106 KB)

Using my personal power positively resources (DOCX 96 KB)

Speed dating STIs

Students research STIs and BBVs, and share what they know with others based on the concept of 'speed dating',

Resource

Speed dating STIs (DOCX 73 KB) (staff only)

True stories

Uses personal stories of young people who have been infected with a sexually transmissible infection and/or a blood-borne virus.

Students:

• analyse the implications of contracting a STI or BBV on a young person’s life
• propose ways to raise awareness about safe practices.

Resource

True stories (DOCX 77 KB)

Developing relationship skills

Students extend their understanding of the influence of people and places on identity and practise skills to establish and manage relationships.

Resource

Developing relationship skills (DOCX 866 KB) (staff only)

Stairs to inclusivity

Students explore positive actions that can promote inclusivity, and encourage individuals to move beyond the notion of tolerance and acceptance by recognising behaviours that are inclusive.

Resource

Stairs to inclusivity (DOCX 407 KB) (staff only)

Upstander behaviour

Students will build on their knowledge and understanding of the Stairs to inclusivity to identify attitudes, behaviours or actions which promote inclusiveness and encourage others to move beyond tolerance and acceptance.

Resource

Upstander behaviour (DOCX 79 KB) (staff only)

Promoting diversity and inclusion through sport

Students explore positive actions and strategies implemented through sport and sports personalities to support, promote and advocate for inclusivity and encourage moving beyond the notion of tolerance and acceptance towards respecting, valuing and celebrating inclusivity and diversity.

Resource

Promoting diversity and inclusion through sport (DOCX 84 KB) (staff only)

Setting and respecting boundaries in relationships

Students:

• investigate the need for establishing boundaries in relationships
• recognise challenging behaviours in relationships and identify skills and strategies to manage unsafe, abusive and violent situations in relationships
• recognise and apply self-management and interpersonal skills required to maintain respectful intimate relationships throughout the unit, including ways to give and receive consent.

Resources to support the sequence can be downloaded and adapted.

Resources

Setting and respecting boundaries in relationships (DOCX 110 KB)

Resources to support the sequence (DOCX 84 KB)

The impact of power and identity on relationships

Students build their understanding of:

• the link between gender and violence and investigate the influence of gender on power and how power is used in positive and negative ways in relationships
• contextual factors that impact on a person’s health, safety and wellbeing.

Resources

The impact of power and identity on relationships (DOCX 101 KB)

Resources to support the sequence (DOCX 593 KB)

The language of sexting

Encourages students to recognise what strengths they have within them to be able to respond to requests, receive and respond appropriately to nudes.

Resource

The language of sexting (DOCX 440 KB)) (staff only)

Planning and managing sexual health

Develops student understanding and skills about planning for and managing their sexual health in the future. Students explore methods of contraception and evaluate safer sexual health practices.

Resource

Planning and managing sexual health (DOCX 89 KB) (staff only)

Accessing sexual health information and services

Students reflect on their own values and make judgements about myths and sexual health-related information. Students will explore the NSW Health Play Safe website to assess it as a reliable source of information for young people.

Resource

Accessing sexual health information and services (DOCX 106 KB) (staff only)

The influence of socio-cultural factors on relationships

Uses role-play to encourage students to work together to explore the various ways young people develop positive relationships. Students consider the socio-cultural factors that can influence the way young people interact and form relationships with others.

Resource

The influence of socio-cultural factors on relationships (DOCX 91 KB) (staff only)