Respectful Relationships
Respectful Relationships at Karoo Primary School
In the classroom
Across each year level, students participating in Resilience, Rights and Respectful Relationships (RRRR) have been exploring:
Topic 7 – Gender norms and stereotypes.
Please read below for the aims for each year level
In Foundation, student activities within this topic area will assist students to:
• reflect on the influence of gender norms and stereotypes
• develop an awareness of positive and negative gender norms
• challenge negative gender norms
• develop appreciation and respect for difference.
In Year 1 and Year 2, student activities within this topic area will assist students to:
• reflect on their identity via a focus on their likes, dislikes and strengths
• develop an awareness of positive and negative gender norms
• challenge negative gender norms
• develop an appreciation of difference.
In Year 3 and Year 4, student activities within this topic area will assist students to:
• analyse their multifaceted identities
• differentiate between the terms ‘sex’ and ‘gender’
• identify the limiting or harmful effects of some gender norms
• identify the enabling effects of positive gender norms
• develop awareness of the ways that gender stereotypes in media and literature influence gender norms
• challenge negative gender norms experienced in their own school or community contexts.
In Year 5 and Year 6, student activities within this topic area will assist students to:
• analyse the impact of peer and adult actions in maintaining or changing contemporary gender norms
• develop an awareness of the impact of gender norms on the attitudes and behaviours of those entering adolescence
• identify the standards and associated actions that underpin respectful gender relations.
Topic 8 – Positive gender relations.
Please read below for the aims for each year level.
In Foundation, student activities within this topic area will assist students to:
• develop an understanding of the negative impacts of gender-based violence
• develop an understanding of the positive impact of respectful gender relations
• practice enacting skills to support positive peer relations
• practise strategies they can use to help keep themselves safe or seek help in situations involving gender-based violence.
In Year 1 and Year 2, student activities within this topic area will assist students to:
• gender-based violence as involving unfair and hurtful behaviours based on ideas about what it means to be a boy, girl or gender diverse person
• identify how gender-based violence can include things that people say (verbal), things that they do to other people’s bodies or possessions (physical), or things that affect how safe or welcome other people feel, for example, ignoring them, leaving them out or laughing at them(psychological)
• examine the effects of physical, verbal and psychological forms of gender-based violence
• identify and practise respectful and gender-friendly behaviours
• develop and practise assertive and help seeking strategies to protect themselves when they feel unsafe in situations involving gender-based violence.
In Year 3 and Year 4, student activities within this topic area will assist students to:
• identify different forms of gender-based violence, including physical, verbal and psychological violence
• examine the effects of gender-based violence on victim-survivors, witnesses and those who intentionally use violence
• describe and demonstrate what respectful, gender-inclusive behaviours look like in action
• assess situations involving forms of gender-based violence to consider possible responses (safely leave, intervene, refuse to participate, seek help)
• describe and practise help-seeking skills and strategies that can be used when encountering uncomfortable or unsafe situations involving peers or adults
• rehearse and refine strategies for seeking, giving and denying consent respectfully and describe situations where consent is required.
In Year 5 and Year 6, student activities within this topic area will assist students to:
• define gender-based violence
• develop strategies for building positive and respectful relationships
• explore the relationship between negative gender norms and acceptance of gender-based violence
• identify and normalise behaviours that demonstrate respect and recognition of the rights of others within interpersonal relationships
• understand what is meant by ‘affirmative consent’ in relation to intimate relationships
• demonstrate proactive peer-support and help-seeking strategies that can be used in response to instances of gender-based violence.
Respectful Relationship Myths
Myth: The resources are seeking to make children gay, non-binary or trans
Fact: This is not true. Long standing evidence is clear that children develop their understanding of gender from a young age, and that by the age of 4 they largely adhere to gender norms.
The point of primary prevention is that it prevents problems before they emerge. Respectful Relationships as primary prevention seeks to ensure that children and young people are not forming the attitudes that evidence shows are the core drivers of family violence.
This is developmentally appropriate, and this initiative is not seeking to make children gay, non-binary or trans.
Myth: It is inappropriate to teach young children about consent
Fact: For younger children consent education includes an age-appropriate focus on what it can look or sound like to ask for permission or consent, to refuse permission or consent and to understand that consent can’t be obtained by pressuring people to do something they don’t want to do. For example, giving or denying permission to borrow a pencil.
Consent education also includes learning activities that support prevention of child sexual abuse, by teaching about bodily autonomy, body boundaries, the difference between ‘safe’ and ‘unsafe’ secrets and the importance of seeking help from trusted adults if children’s ‘early warning signals’ are sending a message that they might not be safe.
Research shows significant increases in knowledge and improved self-protective behaviours occurs when students are taught their rights to be safe from abuse and their right to say no or to tell, even when someone in authority over them abuses them.
RRRR information is available on the Arc platform. Please scan the QR code above.
Keep an eye on future newsletters to learn more about what your child’s year level is exploring through the RRRR curriculum.
If you have any questions or concerns please do not hesitate to reach out via the Compass protal.
Mrs. Karen Corrales