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Do Now: 5 Quick questions

	What is the FRIES acronym for remembering consent?
2.	What are some of the rights that people have within a relationship?
3.	What are the four core principles of healthy sexual experiences?
4.	Give three signs that a person is comfortable with intimacy
5.	Give three signs that a person is uncomfortable with intimacy

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Do Now: 5 Quick questions

	What is the FRIES acronym for remembering consent?	Freely given, Reversible, Informed, Enthusiastic, Specific.
2.	What are some of the rights that people have within a relationship?	Freedom Safety To freely give (or refuse) consent Equality Respect Have own identity Set own boundaries
3.	What are the four core principles of healthy sexual experiences?	Consent, respect, honesty, enjoyment
4.	Give three signs that a person is comfortable with intimacy	Reciprocating (returning or participating in the activity enthusiastically) Smiling Moving closer Eye contact Verbal agreement Open body language
5.	Give three signs that a person is uncomfortable with intimacy	Not participating or doing nothing Hesitating Saying no or I’m not sure. saying nothing Turning away Closed body language

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Year 11 RSHE 2024-25�Communication in relationships: Lesson two.�23^rd September 24

We are learning about challenging harassment, recognising signs of unhealthy relationships and relationship abuse

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Learning objectives

To learn how to challenge harassment, stalking and gender-based violence and consider how to keep myself and others safe.
To recognise signs of relationship abuse and understand where to seek support.

Learning outcomes

At the end of this lesson you will be able to:

recognise situations where people may feel unsafe, and understand this can differ depending on gender.
understand the importance of respect and equality, and how to keep myself and others safe.
Identify unhealthy and abusive behaviours, explain why these are wrong and explain how people who experience abuse may be affected.
Describe how people of any gender who perpetrate or experience harmful behaviour can access support.

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GROUND RULES

Everyone has the right to be heard and respected.
We won’t share our own, or anyone else’s personal experiences.
We won’t ask each other or our teacher personal questions
We won’t put anyone on the spot, and we have a right to pass.
We won’t judge or make assumptions about anyone.
We will comment on what was said, not the person who said it.
We will use language that won’t offend or upset people.

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• Walking home from school on your own

• Exercising in the gym alone

• A vehicle you don't recognise slows down beside you on the street

• Being in a taxi, bus or train carriage alone

• Someone asking you to send a message or picture that you are not comfortable with

• Being alone with someone in a position of trust e.g. Doctor, Sports Coach, Co-worker

• A stranger sitting/standing close to you on public transport

• Being split up from your friends at a festival/social situation

• Having a group of people shout comments about your body or clothes

• Walking alone, in the dark, past a group of teenagers you don’t know

Relaxed

Scared

How safe would you feel?

Women’s Safety /Age 14-16+/Slide 2

Take 10 Activity 1

This activity introduces the concept of safety and perceived safety. Show students the statements on PowerPoint Slide 2. Students can answer the questions on a piece of paper/ individual whiteboard (either with brief sentences or a 1-10 scale of safety). Ask if they think there would be a significant difference in the way that males and females have answered these questions? If so, why do they think this? It would be also worth asking if the time of day is also a significant factor- would the students change their responses? Depending on your class and how comfortable they are with sharing information they have written you may want to take some feedback from volunteers. If you are in a mixed gender school perhaps compare some of the answers between male and female students to draw out any similarities and differences. If in a single-sex school ask students to 'put themselves in the position' of the opposite gender during the activity.

Ask what factors might make each situation more/less risky.

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Women's safety/Ages 14-16+ years/ Slide 3

True or False?

A third of all women have been followed...

TRUE

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Women's safety/Ages 14-16+ years/ Slide 4

True or False?

Approximately 140 females (world-wide)are killed by a member of their family every

day…

TRUE

(The figure is probably higher as not all countries have good data collection.)

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Women's safety/Ages 14-16+ years/ Slide 5

True or False?

1 in 10 women/girls in Europe report having experienced cyber-harassment…

TRUE

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Women's safety/Ages 14-16+ years/ Slide 6

True or False?

Sexual assaults most often occur in public or outdoors…

FALSE

(In most sexual assaults the victim knows the perpetrator)

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Women's safety/Ages 14-16+ years/ Slide 7

True or False?

Approximately 1.6 million

females experience domestic abuse each year...

TRUE

(In most sexual assaults the victim knows the perpetrator)

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Women's safety/Ages 14-16+ years/ Slide 8

True or False?

Harassment against females is an accepted part of society so it will always happen…

FALSE

Misogynist influencers and groups often use this type of messaging however, if everyone takes a stand in society then incidents against women and girls can be prevented.

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Gendered crimes

Anyone of any gender can be the victim of harassment, stalking, coercion, sexual assault or relationship abuse. It’s important to remember this.
BUT the victims of these kinds of crimes are more often women and girls, and statistics show this.
These crimes are often under-reported, and victims may not go to the police.
Some victims may not even realise a crime has been committed.
Victims may not report through fear of their abuser or feeling that they won’t be believed
Men and boys who are victims may not report these crimes due to gender stereotypes and social gender-norms.

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What is relationship abuse? Discuss in your pairs: 1 minute

Sometimes called ‘domestic abuse’ or ‘domestic violence’

Can you think of examples?
Does it only happen when partners live together?
Is relationship abuse just about physical violence?

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What is relationship abuse?

Watch the video clip and re-consider the questions:

Can you think of examples?
Does it only happen when partners live together?
Is relationship abuse just about physical violence?

https://www.bbc.co.uk/teach/class-clips-video/pshe-ks3-ks4-gcse-what-is-domestic-violence/zvr7d6f

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Type of relationship abuse/violence	Description	Examples of this type of abuse
Physical	Causing physical injury and pain to a person	Punching, kicking, strangling, pushing, pulling or holding an arm etc. to prevent the person leaving.
Emotional	Anything that affects the way you feel	Putting someone down, comments about way you look, comments about friends or family, belittling.
Psychological	Anything that affects the way you think	Making the victim think that the perpetrator’s behaviour is their fault.

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Type of relationship abuse/violence	Description	Examples of this type of abuse
Financial	Using money or gifts to control someone’s behaviour or restricting someone’s access to their own money.	Buying clothing to control appearance. Giving money or gifts as an ‘apology’ for abusive behaviour. Taking someone’s money or controlling their bank account.
Sexual	Sexual activity without consent	Rape, sexual assault, pressure or coercion to do sexual things, image-based abuse.
Online/cyberviolence	Controlling behaviours that take place digitally (online or over social media)	Constant texting, e.g. wanting to know where someone is, using technology to track location, reading someone’s messages/socials, image-based abuse.

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