Lesson video

Hello, and welcome to our final lesson for this unit of work, respectful relationships.

I am Mrs. Smith.

In this lesson, we will learn about what actions constitute as sexually violent acts.

And we will also look at consent in the context of sexual violence.

This lesson covers some content that might be a sensitive topic for you.

We therefore recommend checking with a trusted adult before starting, or, completing the lesson with a trusted adult nearby.

Let's begin.

For this lesson, you will need an exercise book or paper and a pen to write with.

If you need to pause the video to collect this equipment, do so now, and press play when you're ready to resume.

Our agenda for today's lesson looks like this, we will start to look at the actions that constitute as sexually violent, and discuss the issues surrounding consent.

We will then look at the Equality Act of 2010, and finish with a reflection and exit quiz.

Our keywords for today's lesson include: Sexual, relating to instincts and activities connected with intimate physical contact between individuals.

Violence, behaviour involving physical force intended to hurt, damage or kill someone.

And consent, an agreement by choice and having the freedom and capacity to make that choice.

We shall start the lesson by discussing actions that constitute as sexually violent acts.

Sexual violence is a broad term, and it can describe a sexual act which uses coercion, for example, physical force, psychological intimidation, or blackmail, all the way through to involving someone who does not, or cannot consent, including sexual comments or advances.

It is not uncommon for a victim of sexual assault to have no physical injuries or signs of their assaults, but sexual assault is still a crime, and can be reported to the police in the same way as any other crime.

The crime survey for England and Wales for the year ending March, 2018 showed that police recorded 150,732 sexual offences, encompassing rape and sexual assault.

Our second scenario is this, someone offers you free food or drink in return for a sexual favour, is this an example of sexual violence through coercion, or sexual violence when you cannot consent? Point to the screen now.

This is another example of sexual violence through coercion.

And finally, your friend is in a care home and he tells you that a carer always comments on his private parts when he bathes him, he feels uncomfortable.

Is this an example of sexual violence through coercion, or an example of sexual violence when someone cannot consent? This is an example of someone who cannot consent, it is sexual violence.

And it is an example of sexual comments being made to someone who does not and cannot consent to the statements.

For this part of the lesson, we will be discussing consent.

To begin, I would like you to pause the video and copy and complete this sentence based on our key definitions from the beginning of the lesson.

Pause the video now and press play when you're ready to compare our answers.

On the screen for you now is the correct definition of consent.

It is an agreement by choice, and it also means having the freedom and the capacity to make that choice.

For your next activity, I would like you to read the problem that is on the screen.

You then need to jot down some ideas of how you could possibly respond to this problem.

Pause the video now and complete this task, press play when you're ready to compare our answers.

Looking at this scenario, there are several things that should cause us concern, from this person being uncomfortable about the new boyfriend coming into their room and announced, to showing them inappropriate and unage related content on the internet.

But what could we do to respond to this scenario? You might have written down things like, speaking to a trusted adults, this could be somebody in school or another family member.

You might also speak to an external agency such as Childline, or start by speaking to close friends.

What if the next part of the scenario included a sexually violent act? Most sexual assaults are carried out by someone known to the victim.

This could be a partner, a former partner, relative friend, or colleague, and the assaults may happen in many places, but is usually in the victim's home or the home of the alleged person carrying out the assault.

We will now discuss the six things that you can do to help someone who might experience a sexually violent act.

If someone comes to confide in you, this can be quite overwhelming at first.

Bear these ideas in mind if it does ever happen to you as good ways to help and support your friends.

First of all, don't judge them, don't blame them.

A sexual assault is never the fault of the person who is abused.

Listen to the person, but don't ask for details of the assault.

Don't ask them why they didn't stop it, this can make them feel as though you blame them.

Offer practical support such as going with them to appointments or meetings.

Respect their decisions, for example, whether or not they want to report the assault to the police.

Bear in mind, they might not want to be touched.

Even a hug might upset them, so ask first.

If you're in a sexual relationship with them, be aware that sex might be frightening, and don't put pressure on them to have sex.

And finally, don't tell them to just forget about the assault, it will take time for them to deal with their feelings and emotions.

You can help by listening and being patient.

Find your nearest rape and sexual assault agencies.

For the third part of the lesson, we are going to be looking at the Equality Act of 2010.

The Equality Act of 2010 made it the law that it is sexual harassment if the behaviour is either meant to, or has the effect of violating your dignity or creating an intimidating, hostile, degrading, humiliating or offensive environment.

Everyone is unique and equal, and respect for difference and protection from discrimination is built into the law.

As you can probably see, this is quite a subjective definition, and the key thing is your consent in all situations, scenarios and environments.

Embedded into this law are nine protected characteristics.

These are the following: Age, disability, race, religion, or belief, sex, sexual orientation, gender reassignment, marriage and civil partnership and pregnancy and maternity.

In many situations, it is unlawful to discriminate against anyone on the basis of these, and this applies regardless of whether or not the person with that characteristics is the majority or the minority.

For your main activity today, I would like you to create a leaflet summarising this unit of work: "Respectful relationships; recognising criminal behaviour." This might be used in your school to educate others, and so therefore should cover as much from our lessons as possible.

Our lessons together have covered: Definitions of criminal behaviours, examples of controlling behaviours as well as coercive behaviours, sexual harassment and sexual violence, and most importantly, where to find help.

Pause the video now and complete this activity, press play when you're ready to complete the reflection task together.

Let us now end with our reflection today.

Sexual violence is a broad term, which can describe an act which uses coercion, so for example, physical force, psychological intimidation or blackmail, or, it can involve someone who does not or cannot consent, including sexual comments or advances.

Thank you so much for joining me for this unit of work and for completing this lesson on sexual violence.

If you would like to share any of the work that you have completed, please ask your parents or carer, and use the #LearnwithOak.

Well done, goodbye.