Revision: What is consent?

 Teaching tip: This activity is a brief revision of the concept of consent and the CUPS framework covered in lower primary GDHR lessons. More time and detailed explanation may be needed if this is new content. 

 

1.  Ask:

❓ What do you think the word 'consent' means? 

(Agreeing to do something, giving permission, letting someone do something, saying 'yes', when everybody involved agrees to what is happening). 

❓ What are some important rules about 'consent' ? (Hint: remember CUPS)

 

2. Write the acronym CUPS on the board (vertically). Add each of the words 'change mind', 'understand', 'pressure is not OK', 'sure' as you explain the following.

 Explain:

There are some important rules about consent. The word 'CUPS' can help us remember these rules. Let's use hugging as an example to explain the rules about consent. 

Change mind - you are allowed to change your mind at any time. E.g. If you say, 'yes' to a hug and then you don't want to, that is OK. The person is no longer allowed to hug you. And, if you have said, 'yes' to a hug before, it does not mean it is OK for that person to hug you every time they see you. They have to ask each time.

Understand - you have to understand what you are agreeing to. E.g. If a person asks you for a hug and then they try to give you a kiss, this is not OK and is not consent.

Pressure is not OK - if someone is pressuring you, this is not OK and not consent. E.g. If you don't give me a hug, I won't be your friend any more. 

Sure - if you are not sure if you want to be touched, the person is not allowed to touch you. E.g. If someone asks you for a hug and you shrug your shoulders and say, 'maybe', this is not consent and the person is not allowed to give you a hug until they are sure you are OK with it. 

 

Scenario - Emotion statues

3. Ask:

❓ What are some examples of when we need to ask for consent (or permission)?

(To touch another person (hugs, kisses, holding hands, tickling, playing); joining a team; joining a game (online or offline); sharing a photo online; sharing food; borrowing something; accepting a friend request online)To touch another person (hugs, kisses, holding hands, tickling, playing); joining a team; joining a game (online or offline); sharing a photo online; sharing food; borrowing something; accepting a friend request online)

 

4.  Explain:

"Consent is important in offline and online situations. Asking for consent, and listening to the answer, is an important way for us to show respect for other people. One situation where we need to ask for consent is sharing photos online."

5. Explain to students that you are going to read out a scenario (a story). You will be asked to make emotion statues – without using words, make a pose to show how a character in the story might feel in the situation. Then there will be some questions about the story and what the characters could do.

6. Scenario: Ali and Max are good friends. On the weekend Ali went over to Max’s house for the afternoon. They were having fun playing lots of different games and taking silly photos. On Monday, Max posted the photos on social media. Ali doesn’t want the photos posted online. Ali doesn’t like having photos posted on social media.

7. Invite the class to make emotion statues (in their seats or make free space) to show how Ali might be feeling when the photos are posted. Reminder: No words, just poses.

8. Ask the class to look around at the statues and share the emotion words to match (e.g. scared, angry, embarrassed, stressed, sad, distressed, disappointed, nervous).

9. Remind the students we can feel our emotions in our bodies. Ask them to name the body reactions that might occur (e.g. heart racing, sweating, feeling sick, teary, shaky, wanting to go to the toilet).

10.  Ask: (Write the responses for the actions that Max and Ali could take on the board)

❓ Did Max ask for consent?  (No)

❓ How could Max ask Ali for consent before posting the photos? What could Max say to Ali?  (ask on the day, check in at school, send a message; would it be ok if I? Do I have your permission to? Am I allowed to?)

❓ What actions could Ali take?  (e.g. ask Max to take them down, speak to a trusted adult)

❓ Would the actions Ali might take be different if Max and Ali weren't good friends? (Possibly. Ali might speak to an adult instead of speaking to the person directly if they weren't friends),

11. Scenario: Marley is another friend of Ali and Max. Marley saw the photos that Max posted. Marley knows that Ali doesn’t like having their photos posted online.

12. Invite the class to make emotion statues (in their seats or make free space) to show how Marley might be feeling when the photos are posted. Reminder: No words, just poses.

13. Invite the class to look around at the statues and share the emotion words to match (e.g. sad, worried, angry, stressed, disappointed, nervous).

14.  Ask: (Write the responses for the actions that Marley could take on the board)

❓ What actions could Marley take?  (ask Ali what they would like to do, ask how Ali is feeling, does something nice for Ali, speak to a trusted adult, goes with Ali to speak to a trusted adult, goes with Ali to speak to Max)

15. Scenario: Marley checks in to see how Ali is feeling and then goes with Ali to ask Max to take the photos down.

16. Invite the class to make emotion statues (in their seats or make free space) to show how Ali might be feeling when Marley supports them. Reminder: No words, just poses.

17. Invite the class to look around at the statues and share the emotion words to match (e.g. happy, respected, safe, looked after, supported, warm, not alone, strong).

18. Explain that showing friendship and kindness to others are ways we can show respect, support and have a positive impact when someone has experienced a negative or challenging situation.

19.  Explain

"It is very important to ask for consent before sharing any photos online. There are lot of different reasons people might not want their photos shared. We don’t need to know the reason why they don’t want their photo shared to be able to respect their decision.

There are actions we can take if someone has done something without our permission or consent. There are also actions we can take if we see a situation where we know something is happening without a person’s permission or consent. It is important to tell a trusted adult if someone posts a photo of you without your consent."

 

Trusted adults

20.  Explain:

"Trusted adults are able to help and support you. They are people you can tell if something happens without your consent, or you see an unsafe situation, online or offline.

It is never your fault if something happens to you without your consent."

21. Revise the trusted adult 'helping hand' by asking students to think of 5 adults (one for each finger) that they can go to for help if they need it.

 

 Teaching tip: It is important not to tell the students who their 5 adults are as they will be different for each student. 

 

22. Display the Kidshelpline number (1800 55 1800) in your classroom and remind students that this can be on of the 5 trusted adults they can seek help from. 

 

Health promoting schools strategy

Partnerships - parents

• Share the Talk soon. Talk often: Keeping children safe section on parent newsletters.

• Offer Protective behaviours workshops for parents - See Agencies.