Presentation on theme: "Watch the clip – what is your first impression?. L2 Consent – sex and the law Learning Objectives Understand the law relating to consensual sex and relationships."— Presentation transcript:
L2 Consent – sex and the law Learning Objectives Understand the law relating to consensual sex and relationships Know how to ascertain and respect others’ rights to agree or withhold consent to engage in different degrees of sexual activity Know what to do or where to go for help
Have a go at defining the terms “rape” and “sexual assault”. It’s harder than you think!!
Rape Penile penetration of the vagina, anus or mouth without consent without a reasonable belief in consent
Sexual Assault Intentionally touching another person sexually without that person’s consent without a reasonable belief in consent
Read through the following scenarios Discuss whether or not there is reasonable belief in consent What do you think a court would say? Why? So what is this reasonable belief in consent?
Sarah meets Tim in a bar lets him buy her drinks all night. Does Tim have a reasonable belief that she consents to having sex with him? Sarah went back to Tim’s house with him. Does Tim have a reasonable belief that she consents to having sex with him?
Sarah started kissing Tim and let him touch her breast and put his hand up her skirt. Does Tim have a reasonable belief that she consents to having sex with him?
Sarah started having sex with Tim but then changed her mind and told him to stop. Tim refused to stop until he was finished. Does Tim have a reasonable belief that she consents to having sex with him? Is this rape?
Tomiwa and her husband Kevin have been married for a year. They have had consensual sex lots of times… Tomiwa was tired and really didn’t want to have sex so said no. Kevin made her have sex anyway. One night, Kevin came home drunk when Tomiwa was asleep. He didn’t think she’d mind so started having sex with her while she was asleep.
Drunken Consent – Thinking points… Does a man have a reasonable belief in consent if… 1)They are both drunk and she says yes. 2)They are both drunk and she says no. 3)She is very drunk but says yes, he is sober and knows how drunk she is. 4)She is so drunk that she is slurring her words. 5)She is so drunk that she passes out.
Quiz Answer each of the questions in the multiple choice quiz. When you have finished you will discuss the answers as a class
What happens if you think you have been raped? Tell the police Contact THE HAVENS (Camberwell, Paddington, Whitechapel) Call Childline Tell a parent/teacher/friend
What if you have been accused of rape? Tell the truth Did she consent? Can you honestly say you had a reasonable belief that she was not consenting? If yes – you’ve got nothing to worry about.
Plenary Girls/Boys – What have you learnt about protecting yourself from rape? Boys – What have you learnt about protecting yourself from being accused of rape?
L3 – Teacher Guidance The aim of this lesson is for students to consider healthy and unhealthy relationships and links to self-esteem. Students should be able to feel that they understand what an unhealthy relationship looks like and how to get out of it if necessary. Resources needed: Internet access, sound, Relationship spectrum cards, (if you want the resources for the alternative activities please email Michelle Springer) Starter (5mins) – Show slide one and ask students to decide which of the statements is most important to them. Students write it in their books with a reason why. Get some definitions of self-esteem. Discuss how these things relate to relationships. Part 2 (15mins) –Students to sort the cards in to three groups, Healthy Relationship, Unhealthy Relationship and Abusive Relationship. Need to explain to young people that it would be unrealistic to expect any relationship to fit completely into the Healthy relationship group. One would expect mostly healthy aspects with some unhealthy aspects from time to time. The key is for young people to recognise the unhealthy aspects and address them to ensure that the relationship does not move into a totally unhealthy or abusive relationship. Part 3 (35mins) – In small groups students choose one or more of the relationship issues on slide 32. They then make a TV show where there is a panel discussing this issue. The panel should consist of experts in the field, ex-victims or perpetrators, etc. Students will debate whether the issue is a sign of an unhealthy or abusive relationship and then what the person involved in the issue should do. The should follow a ‘feel, think, do’ format (eg. How do people/does the victim feel about this issue, what do people think about this issue, what should the victim do about this issue) and they should write notes in their books. Have as many groups perform their panel debate as possible, covering as many of the issues as possible. Reinforce that students must give advice on how to handle the situation. Plenary (5mins) – Select random students to finish the sentences “one way to be a bad partner is…” and “one way to be a good partner is….”. Alternate between each.
Starter: choose the one that you think is most important and write it in your book with a reason why. What is self-esteem? What do these things have to do with relationships?
L3 Can you be skilled at Relationships? Learning Objectives Consider issues of confidence and self-esteem and how they relate to relationships Identify elements of healthy and unhealthy relationships Practice skills of negotiation and refusal
Healthy, Unhealthy or Abusive You have a range of cards with different relationship aspects on them. In pairs, sort the card in to three groups, Healthy Relationship, Unhealthy Relationship and Abusive Relationship. Discuss with the pair sitting closest to you. Did you have the same ideas? What was different? How would having positive or high self-esteem affect these things?
What would you do? In small groups you will choose one or more of the following relationship issues Your group will need to prepare a TV panel show where these issues are discussed Think of; – The people who would be on your panel – How the victim will explain their issue/how they feel about the issue – What the panellists think about the issue and why their opinions might be different (eg. A psychologist might think differently to a parent) – What advice should be given to the victim/other people in this situation You have 20mins to prepare and then each group will perform their show
Relationship Issues I get very jealous if they talk to anyone else. They try to boss me around. They keep getting angry with me. They never let me pay when we go out. They ignore me when their friends are around. I am so clingy They never say anything nice about me. I don’t know how to say no. They keep putting me down. They check up on me when I am out with my friends. It does not feel right but I can’t end it. They put pressure on me to do things that I don’t want to do.
Plenary Think of a way to finish the following sentences; One way to be a bad partner is… One way to be a good partner is…. Your teacher will be selecting random students to give their sentence It could be either sentence so make sure you have a response for both