Resilience, Rights and Respectful Relationships Curriculum

The Resilience, Rights and Respectful Relationships Curriculum uses a research-informed approach to provide age-appropriate learning activities.

The RRRR curriculum is mandated in all Victorian Government Schools. It was developed in response to the Royal Commission into Family Violence.

At Cavendish Primary School we teach 40 minutes of wellbeing education weekly. This curriculum forms the basis of our approach.

These activities are designed to support students’ social and emotional learning so that they can develop the knowledge, attitudes and skills required for respectful relationships.

In Term 4 we are teaching activities from the following:

Topic 7: Gender norms and stereotypes: Students consider the influence of gender norms on attitudes, opportunities and behaviour. They learn about gender equality, inclusion, human rights and the importance of relationships that respect people of all genders.

Topic 8: Positive gender relationships: Students develop an understanding that verbal, physical, emotional, financial and sexual forms of violence are harmful, and that these forms of violence can also be gendered. They learn about safe and unsafe behaviours, consent and their rights to bodily autonomy. They practice strategies they can use to assert their rights to bodily autonomy to be free from coercion or violence. They develop self-care, peer support, peer referral and help-seeking skills that they can use in response to situations involving gender-based violence within family, peer, school, community or online relationships.

Research shows that teaching children about emotions, respectful relationships and how to treat others can make a lasting difference to the way they think, feel and behave. At school, we want all children to feel safe, valued and respected. Teaching these skills to every student is an important part of creating a positive school environment where everyone can learn and thrive.

Children begin to notice differences between boys and girls from a young age. They may also start to develop ideas about what boys and girls should or should not do. For example, young children might believe that certain games, toys, activities or interests are only for boys or only for girls. Sometimes, these beliefs can lead children to leave others out or make them feel that they do not belong.

By introducing these ideas early, we can help children understand that everyone should have the opportunity to participate, regardless of their gender or interests. We want students to recognise that it is okay to be different, to appreciate what makes each person unique, and to treat everyone with kindness and respect.

Through age-appropriate classroom activities and discussions, students learn to challenge stereotypes, include others, value differences and build healthy, positive relationships. These skills help children develop empathy, confidence and respect for others, both at school and in the wider community.

In the F-2 Classroom the students will take part in the following lessons:

Topic 7: Gender Norms & Stereotypes

Activity: Who Am I? Different Things to Know About Me

Learning Intentions

• Students will describe their likes and dislikes.

• Students will compare how they are similar to and different from their friends.

• Students will learn that people’s likes and interests do not depend on whether they

identify as a boy or a girl or as gender diverse.

Activity: Labels Are for Jars, Not for People

Learning Intentions

• Students will describe what labels are used for.

• Students will identify that it is not helpful to apply labels to people.

Activity: Anyone Can Choose

Learning Intentions

• Students will talk about what to do if someone tells them that they can’t do something because of their gender.

Topic 8: Positive Gender Relationships

Activity: Fair and Friendly Play

Learning Intentions

• Students will review the rules of fair play that are used in some children’s games.

• Students will describe what being ‘mean’ and ‘friendly’ can look or sound like when people are playing together.

• Students will talk about how all students, regardless of gender, can play in a fair, inclusive and friendly way.

Activity: The Opposite of Violence Is Respect

Learning Intentions

• Students will name different types of Students will identify that the opposite of violence is respect.

• Students will role-play ways that people can organise to play with others in a way that is friendly, gender fair and respectful.

• Students will identify and demonstrate strategies that peers can use to help solve problems in a respectful way.

Activity: Keeping My Body Safe

Learning Intentions

• Students will practise ways to tell people when they do not like the way their body is being touched or treated by others.

• Students will practise ways to seek safety when in the presence of violence or inappropriate forms of personal contact.

• Students will practise ways to seek help from an adult if someone is hurting them or touching them in a way that is not okay.

In the 3-5 Classroom the students will take part in the following lessons:

Topic 7: Gender Norms & Stereotypes

Activity 1: My individuality – The many facets of me

Learning Intentions

• Students will explore what makes them similar and different from others.

• Students will learn that people of any gender can be similar and/or different.

• Students will learn that it is okay to have different interests from their peers.

Activity 2: Exploring gender stereotypes through stories

Learning Intentions

• Students will describe the roles commonly given to men and women in traditional fairy tales.

• Students will describe some gender differences they see in modern children’s stories or films.

• Students will learn that children and adults are free to choose their interests and roles, and this does not depend on their gender.

Activity 3: We can challenge gender pressures

Learning Intentions

• Students will identify ways that peers can put gender pressure on each other.

• Students will identify ways to show respect for the ways people want to express their gender.

• Students will practise ways to challenge peers when they seek to limit choices because of a person’s gender.

Topic 8: Positive Gender Relationships

Activity 1: What is violence?

Learning Intentions

• Students will give examples of verbal, physical and emotional violence.

• Students will identify emotions people may feel when affected by violence.

• Students will describe acts of friendship that can be used to help those affected by violence.

Activity 2: What is gender-based violence?

Learning Intentions

• Students will learn the meaning of the term gender-based violence.

• Students will give examples of different types of gender-based violence.

• Students will describe how gender-based violence may affect those who experience the violence, as well as those who have chosen to use violence.

Activity 3: Understanding consent in action

Learning Intentions

• Students will identify what the word ‘consent’ means.

• Students will practise ways to ask for consent.

• Students will practise ways to refuse or withdraw consent.

• Students will practise ways to respectfully accept when people refuse consent.

If you have any questions or queries about the activities your child will be participating in, I strongly encourage you to approach your child’s class teacher.

They would be more than happy to show you the lesson plan and activities your child will experience.

Warm regards,

Kate Steele

PRINCIPAL

Cavendish Primary School Weekly Newsletter

Issue 18 · 30 Oct 2026

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