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Learning objective
Students use a video and T chart for exploring different ways to ask for and give consent for touch (e.g. hugs).
Take home messages
Curriculum links
Communicating and interacting for health and well being
- Strategies to use when needing to seek, give or deny permission are practised. For example:
- saying 'no' to inappropriate touch (AC9HP2P04)
International technical guidance of sexuality education
Key concept 2.2 Human rights and sexuality (5-8 years)
- Everyone has human rights.
Key concept 4.1 Violence (5-8 years)
- It is important to be able to recognise child abuse and understand that this is wrong.
Key concept 4.2 Consent, privacy and bodily integrity (5-8 years)
- Everyone has the right to decide who can touch their body, where, and in what way.
Key concept 5.5 Finding help and support (5-8 years)
- Friends, family, teachers, religious leaders and community members can and should help each other.
Materials
- Consent and communication animated video by Amaze (2min 9 sec) (external link).
- Board or butchers paper to record T chart.
- Hand puppets or another adult to act out scenarios.
Before you get started
Learning activities
Video: consent and communication
5 min
- Watch the video: Consent and communication (2 min 09 sec) in entirety.
Ask students:
What did the animals in the video do when they didn't want to be touched?
(Puffed up, moved away, rolled up in ball, spikes.)
T chart - no consent
10 min
- Draw a T chart on the board with the left column titled 'No to touch'.
- Watch the video again, pausing at relevant points to answer the following question.
Ask:
What did the humans do to show they did not want to be touched?
(Arms down, grumpy face, crossed arms, shake head, sad face, say 'no', shocked face.)
- Under the left column of the T-chart, list the examples from the video.
| No to touch | (leave blank) |
|---|---|
| arms down | |
| grumpy face | |
| crossed arms | |
| shakes head | |
| sad face | |
| says 'no' | |
| shocked face |
T chart - consent
10 min
Ask:
What does the word 'consent' mean? (Hint: think about the consent forms we use for excursions)
Agreeing to do something, giving permission, letting someone do something, saying 'yes'.
- Write the word 'consent' in the right-hand column of the T chart.
Ask:
What did the humans do in the video to show they gave consent to being touched?
(Said 'yes', hugged back, moved forward towards them, open arms, smiled and looked happy.)
- Add an additional title on left column of the T chart that says 'No consent'. Label the right hand column as 'Consent'. List the students answers in the right hand column
No Consent No to touch | Consent |
|---|---|
| arms down | said 'yes' |
| grumpy face | hugged back |
| crossed arms | moved towards them |
| shakes head | happy face |
| sad face | opens arms |
| says 'no' | smiles |
| shocked face |
Explain:
Looking at someone's body language can help you to see if they are OK with you touching them. For example, a smile or looking happy.
But these things alone don't mean they consent to you touching them.
The only way you can know for sure is to ask them and get a 'yes' in return.
CUPS - rules of consent
10 min
- 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.
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.
Thumb up, thumbs down - is it consent?
10 min
- Using hand puppets or another adult, act out the following scenes and have students give a 'thumbs up' or 'thumbs down' to indicate if it is 'consent' or 'not consent'.
Scenario 1 (C - changes mind)
Character 1: Hi Jay, I've missed you. Can I give you a hug?
Character 2: (arms open, smiling) YES! I'd love a hug, I've missed you too!
Character 1: (runs up very fast to character 1)
Character 2: (steps backwards, looks worried and puts hand up to stop character 1)
Character 1: (forcibly hugs character 2)
Not consent - character one changed their mind and their body language showed this.
Scenario 2 (U- understands what they are agreeing to)
Character 1: Hi Jay, I've missed you. Can I give you a hug?
Character 2: (arms open, smiling) YES! I'd love a hug, I've missed you too!
Character 1: (gives character 2 a warm hug and then kisses them on the cheek).
Not consent - they consented to a hug but not a kiss.
Scenario 3 (P - pressure)
Grandma: Oh how you have grown! I haven't seen you for so long. Come give grandma a kiss! (puckers lips)
Grandchild: No thank you grandma.
Grandma: Oh dear, I won't be giving you the present I brought you then!
Grandchild: (looking sad and unsure) Uhhhh, ummmm, OK.
Grandma: (kisses granddaughter).
Not consent - Grandma pressured the grandchild.
Scenario 4 (S - sure)
Grandma: Oh how you have grown! I haven't seen you for so long. Come give grandma a kiss! (puckers lips)
Grandchild: No thank you grandma but I would love a big hug!
Grandma: Wonderful, I love your hugs! (Gives grandchild a big hug)
Consent - clear and specific.
Trusted adults
5 min
Explain:
If someone touches you without consent, you are not to blame. Tell them to stop and tell a trusted adult for help.
- 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.
- 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.
