1. Respectful Relationships within the Victorian Curriculum F-10
Jessica Harris – VCAA Specialist Teacher,
Wodonga Senior Secondary College

2. Session Aims:
To become familiar with where respectful relationships is reflected in the Victorian Curriculum
To explore the importance of respectful relationships in today’s society
To develop an understanding of the content of the Respectful Relationships resources
To consider starting points to begin implementing an excellent Respectful Relationships Education program in your school setting

3. Warning
Some of the material covered today may be challenging or upsetting
We encourage an open mind and willingness to look critically at the content
It is ok to take a moment outside to acknowledge any feelings or emotions you may experience
Why we would include this at the beginning of any program
One in four Australian women has experienced physical or sexual violence by an intimate partner (ABS 2012)
This may include staff members, as well as students – DV does not discriminate!
MENTION SETTING GROUND RULES AND EXPECTATIONS HERE
Don’t spend too long establishing rules – we want the majority of time to be spent engaging with the content
Students should feel a sense of ownership for their behaviours, through contribution to expressing their own expectations
Students should have a common understanding of words used when establishing how the class will run – respect may mean very different things, to different people!
A perfect opportunity to unpack what positive (and negative) behaviours look / feel / sound like
National 1800RESPECT Line
Telephone and online counselling and information 

4. “Children must be taught how to think, not what to think” - Margaret Mead

5. Respectful Relationships Definition
Respectful Relationships Education is the holistic approach to school-based, primary prevention of gender-based violence.
It uses the education system as a catalyst for generational and cultural change by engaging schools, as both educational institutions and workplaces to comprehensively address the drivers of gender-based violence and create a future free from such violence.
Our Watch Victoria, Respectful Relationships Education in Schools: Evidence Paper, December 2015
Respectful relationships education builds the skills of young Australians to reject aggressive behaviour, sexualisation, discrimination and gender stereotyping, and develop equal and respectful relationships.
Young people are subject to sexualisation by popular culture, marketing and pornography. Respectful relationships education gives young people the skills to identify, critique and reject such sexualisation and foster healthy personal identities based on the principles of respect and equality. It uses age-appropriate materials and pedagogic techniques.
Mention of the seatbelt campaign – we will not see results overnight, but beginning to change attitudes and have children questioning things and being critical – e.g. gender stereotypes – does a boy always have to take the bins out, does a girl always do the washing / footy / netball etc…

6. Why teach respectful relationships?
Royal Commission into Family Violence:
Evidence is clear that a contributor to gender-based and family violence is strict adherence to gender roles, and gender stereotyping.
The aim of respectful relationships is to change these attitudes in young people, so that as they enter into intimate relationships they are less likely to engage in gender-based or family violence.
Respectful Relationships as school-based primary prevention has been a strong focus of the Royal Commission into Family Violence.

7. Royal Commission into Family Violence
RR is best delivered through a whole-of-school approach and should be consistent with best practice.
This model by the Department of Education and Training through Our Watch is one example of how 6 focus areas can be applied
The implementation should be staged to ensure school readiness and allow for ongoing evaluation and adaptation by each school in
Victoria from Foundation to year 12.
The focus areas:
School Leadership and commitment
Professional Learning Strategy
Teaching and Learning
Community Partnership
Support for staff and students

8. True / False Statistics
For each of the following statistics, respond whether you believe the statistic to be True or False.
statistics.php

9. True / False Statistics
1 in 3 Australian women have experienced physical violence since the age of 15

10. True / False Statistics
1 in 3 Australian women have experienced physical violence since the age of 15
True (ABS 2012)
Aboriginal and Torres Strait Islander women experience both far higher rates and more severe forms of violence compared to other women.
Violence against women is not limited to the home or intimate relationships.  Every year in Australia over 300,000 women experience violence - often sexual violence - from someone other than a partner.7

11. True / False Statistics
The Australian Bureau of Statistics’ Personal Safety Survey (2005) found that 30% of women surveyed reported that the violence had been witnessed by children

12. True / False Statistics
The Australian Bureau of Statistics’ Personal Safety Survey (2005) found that 30% of women surveyed reported that the violence had been witnessed by children
False –
The percentage is actually higher - 59%

13. True / False Statistics
Research has found that violence- supportive cultures are evident (to varying degrees) in schools

14. True / False Statistics
Research has found that violence- supportive cultures are evident (to varying degrees) in schools
-Ellis 2008

15. True / False Statistics
Having friends or knowing other young people who are experiencing violence in their romantic relationships is a significant preventative factor for violence.

16. True / False Statistics
Having friends or knowing other young people who are experiencing violence in their romantic relationships is a significant preventative factor for violence.
False - It is NOT. It is actually a risk factor. This may normalise violence, or may represent contact with delinquent peers.
However, peer influence may also be positive: there is evidence that peers are an important source of support for children living with domestic violence.

17. True / False Statistics
Approximately one in ten Australian Year 4 to Year 9 students report being bullied every few weeks or more often (considered to be frequent) during the last term at school.

18. True / False Statistics
Approximately one in ten Australian Year 4 to Year 9 students report being bullied every few weeks or more often (considered to be frequent) during the last term at school.
False – 1 in 4 (27%) in 2016 – see bullying no way .com

19. A few more statistics for you…
One in five Australian women has experienced sexual violence.
One in four Australian women has experienced physical or sexual violence by an intimate partner.
Women are at least three times more likely than men to experience violence from an intimate partner.
Women are five times more likely than men to require medical attention or hospitalisation as a result of intimate partner violence, and five times more likely to report fearing for their lives.
Domestic or family violence against women is the single largest driver of homelessness for women, a common factor in child protection notifications and results in a police call-out on average once every two minutes across the country.
The combined health, administration and social welfare costs of violence against women have been estimated to be $21.7 billion  a year, with projections suggesting that if no further action is taken to prevent violence against women, costs will accumulate to $323.4 billion over a thirty-year period from to
In Victoria, male intimate partner violence is the leading preventable risk factor to death, disability and illness for women aged years
Studies show school-based violence prevention and respectful relationships can produce lasting change in the attitude and behaviour of students
On average at least one woman a week is killed by a partner or former partner in Australia.
One in four Australian women has experienced emotional abuse by a current or former partner.3
Young women (18-24 years) experience significantly higher rates of physical and sexual violence than women in older age groups.

20. What about violence against men?
Women
Men
Physical
1 in 3
1 in 2
Sexual
1 in 5
1 in 22
Emotional
1 in 4
1 in 7
Physical or sexual abuse by a current or former partner?
Women = 1 in Men = 1 in 19
4% of assaults on men are by a current or former female partner
74% of assaults are in public (e.g., street, pub) by strangers as a single incident
Different strategies used to address this form of violence (e.g., coward punch campaign)
Approximately 80% of all violent assaults (including sexual assaults) are carried out by men against other men and women

21. Whole school approach
The Victorian Curriculum F-10 provides the basis for the design of teaching and learning programs.
Content descriptions identify what teachers are expected to teach and what students are expected to learn
Achievement standards describe what students are typically able to do and are the basis for assessment and reporting student achievement
We need to try to embed the ideals of RRE across all classrooms, but we also need to ensure that we are explicitly teaching the content required in the Victorian Curriculum.
Tips and ideas to embed into all classrooms:
Involving and informing staff, at all levels, prior to implementation
Recognise there is no one size fits all. It needs to suit your environment
Creating a scope and sequence across all subject areas with teacher buy in
Allocating a set period (ensure it is long enough) to support initial implementation prior to embedding
Recognise it is a gradual process (e.g. seatbelts and smoking)

22. Respectful relationships in the Victorian Curriculum
The development of respectful relationships teaching and learning programs in schools will draw upon:
Health and Physical Education
Personal and Social Capability.
The two curricula are complementary
The Personal and Social Capability (P&SC) involves learning to recognise and regulate emotions, develop empathy for others and understand relationships, establish and build a framework for positive relationships, work effectively in teams and develop leadership skills
HPE enables students to recognise personal qualities, understand identity and strategies for respectful relationships
Together HPE and P&SC develops knowledge and skills to promote respectful relationships that are safe and equitable.

23. Health and Physical Education Structure
Strands and sub-strands
Strands
Personal, Social and Community Health
Movement and Physical Activity
Sub-strands
Being healthy, safe and active
Moving the body
Communicating and interacting for health and wellbeing
Understanding movement
Contributing to healthy and active communities
Learning through movement
Achievement standards
The first achievement standard at Foundation and then at Levels 2, 4, 6, 8 and 10.
A curriculum for students with disabilities is provided in this learning area.

24. HPE Structure - Focus areas
The focus areas provide the context through which the
Content Descriptors and Achievement Standards
are taught and assessed
Alcohol and other drugs
Active play and minor games
Food and nutrition
Challenge and adventure activities
Health benefits of physical activity
Fundamental movement skills
Mental health and wellbeing
Games and sports
Relationships and sexuality
Lifelong physical activities
Safety
Rhythmic and expressive movement
Listed in VCAA elaborations… not discreet topics – can draw connections
Relationships and sexuality focuses on establishing and managing respectful relationships. Students develop knowledge, understanding and skills in relation to strategies for respectfully relating to and interacting with others. They also develop and explore strategies for relationships where there is an imbalance of power such as bullying, harassment, violence and discrimination including violence based on race, gender and sexuality.
Safety addresses safety issues that students may encounter in their daily lives, including those in the home. Students develop knowledge, understanding and skills to make safe decisions and behave in ways that protect their own safety and that of others, including strategies for managing with unsafe or uncomfortable situations, managing personal safety and safety in relationships and dating.

25. Health and Physical Education Achievement Standard
Levels 3 & 4
Levels 9 & 10
By the end of Level 4, students recognise strategies for managing change.
They examine influences that strengthen identities.
They investigate how emotional responses vary and understand how to interact positively with others in different situations including in physical activities.
Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being fit and physically active.
They describe the connections they have to their community and how these can promote health and wellbeing.
By the end of Level 10, students critically analyse contextual factors that influence their identities, relationships, decisions and behaviours.
They analyse the impact of attitudes and beliefs about diversity on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations.
Students access, synthesise and apply health information from credible sources to propose and justify responses to situations in the home, in the school and the community.
Students propose and evaluate interventions to improve fitness and physical activity levels in their communities. They examine the role physical activity has played historically in defining cultures and cultural identities.
Knowledge & understandings

26. Health and Physical Education Achievement Standard
Levels 3 & 4
Levels 9 & 10
Students apply strategies for working cooperatively and apply rules fairly.
They select and demonstrate strategies that help them stay safe, healthy and active at home, at school and in the community.
They refine fundamental movement skills and apply movement concepts and strategies in different physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement.
Students identify and analyse factors that contribute to respectful relationships. They explain the importance of cooperation, leadership and fair play across a range of health and movement contexts.
They compare and contrast a range of actions that could be undertaken to enhance their own and others’ health, safety and wellbeing.
They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgments about and refine their own and others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges.
Skills

27. Personal and Social Capability Structure
Strands and Sub-strands
Self-Awareness and Management
Social Awareness and Management
Recognition and expression of emotions
Relationships and diversity
Development of resilience
Collaboration
Achievement standards
The first achievement standard at Foundation and then at Levels 2, 4, 6, 8 and 10.
A curriculum for students with disabilities will be developed in this learning area.

28. Personal & Social Capability Achievement Standard
Levels 3 & 4
Levels 9 & 10
By the end of Level 4, students explain the consequences of emotional responses in a range of social situations. They recognise personal strengths and challenges and identify skills they would like to develop.
They suggest strategies for coping with difficult situations. They persist with tasks when faced with challenges and adapt their approach when first attempts are not successful.
Students discuss the value of diverse perspectives and through their interactions they demonstrate respect for a diverse range of people and groups. They describe factors that contribute to positive relationships with peers, other people at school and in the community.
They explain characteristics of cooperative behaviours and they use criteria to identify evidence of this in group activities. They identify a range of conflict resolution strategies to negotiate positive outcomes to problems.
By the end of Level 10, students reflect critically on their emotional responses to challenging situations in a wide range of contexts. They demonstrate persistence, motivation, initiative and decision-making through completion of challenging tasks. They evaluate personal characteristics, strategies and sources of support used to cope with stressful situations/life challenges.
Students analyse the effects of actions that repress human rights and limit the expression of diverse views. They analyse factors that influence different types of relationships. They critique their ability to devise and enact strategies for working in diverse teams, drawing on the skills and contributions of team members to complete complex tasks. They develop and apply criteria to evaluate the outcomes of group tasks and make recommendations for improvements. They generate, apply and evaluate strategies to prevent and resolve conflicts in a range of contexts.

29. Progression of learning - poll
Foundation
Levels 1-2
Levels 3-4
Levels 5-6
Levels 7-8
Levels 9-10 A B C
Describe what it means to be confident, adaptable and persistent and why these attributes are important in dealing with new or challenging situations
Analyse the significance of independence and individual responsibility in the completion of challenging tasks
Explain how being prepared to try new things can help identify strategies when faced with unfamiliar or challenging situations
Which content description represents the lower level of knowledge/skills? (A, B or C?)
Which content description represents the higher level of knowledge/skills? (A, B or C?)

30. Progression of learning - poll
Foundation
Levels 1-2
Levels 3-4
Levels 5-6
Levels 7-8
Levels 9-10
Level 5-6
Level 9-10
Level 1-2
Describe what it means to be confident, adaptable and persistent and why these attributes are important in dealing with new or challenging situations
Analyse the significance of independence and individual responsibility in the completion of challenging tasks
Explain how being prepared to try new things can help identify strategies when faced with unfamiliar or challenging situations
Refer to the scope and sequence document

31. Increasing complexity
Continuum of learning
Increasing complexity
Level 3-4
Describe factors that can positively influence relationships and personal wellbeing
Level 5-6
Practise skills to establish and manage relationships
Level 7-8
Investigate the benefits of relationships and examine their impact on their own and others’ health and wellbeing
Level 9-10
Investigate how empathy and ethical decision-making contribute to respectful relationships
Health and Physical Education content descriptions

32. Working with the curriculum
Content Description
Achievement Standard
(part of)
Focus Area/s
Teaching and learning activities
Assessment strategy
Health and Physical Education
 Level 5-6
Investigate resources to manage changes and transitions associated with puberty  
Students investigate developmental changes and transitions. RS MH
 Catching on Early
Changes for boys, girls and both sexes
Coping with body changes
Growing up kit
Dear Abby – student response to letters
Personal and Social Capability
 Level 9-10
Develop specific skills and a variety of strategies to prevent or resolve conflict, and explore the nature of conflict resolution in a range of contexts 
They generate, apply and evaluate strategies to prevent and resolve conflicts in a range of contexts.
Scenarios and problem solving worksheet from RRRR resource (topic 4)
Class discussion and exploration around assertive, submissive and aggressive statements
Create an interactive game which demonstrates an understanding of problem solving and following through with positive actions and assertive statements – using the RRRR Solve it! Six steps for problem solving
With a focus on positive reinforcement - moving away from older ‘risk management’ strategies
Change content descriptor to something from BRR

33. Explicit teaching and assessment
The Personal and Social Capability describes social and emotional learning as discrete knowledge, understandings and skills, rather than a statement of pedagogy
For example, just because a student completes a task as part of the team, this does not mean that they acquire the knowledge, understandings and skills necessary to work collaboratively with others. The knowledge, understandings and skills for working collaboratively, such as communication, negotiation, time management and conflict resolution, need to be explicitly taught and assessed.
Successful social and emotional learning programs move beyond giving information to explicitly teaching and providing opportunity for students to practise interpersonal skills. 

34. How would you assess this?
An example Level 7-8
Content descriptor:
Recognise the impact of personal boundaries, intimacy, distribution of power and social and cultural norms and mores on the ways relationships are expressed
Achievement standard
(part of):
They identify indicators of respectful relationships in a range of social and work-related situations.
Possibilities –
Case studies
Group discussion
Test
Roleplay
Reflective writing
Assignment
Story boarding
Mind mapping
Other ideas?

35. DET Resources
Available now on FUSE:
In 2015, Our Watch and the Victorian government and Department of Education and Training delivered a 12-month pilot of a whole- school approach to respectful relationships education in 19 Victorian secondary schools.
The success of this pilot and the impact it had on students were such that the Victorian royal commission recommended that it directly inform a wider rollout. Evaluation of the pilot showed students’ knowledge of, attitudes towards and confidence in discussing issues of domestic violence, gender equality and respectful relationships significantly improved.

36. DET Resources Unit 1: Gender, respect & relationships
Unit 2: The Power connection
Unit 3: Gender, power & media

37. Building Resilience Social and Emotional Learning materials (F-12)
Emotional literacy
Personal strengths
Positive coping
Problem solving
Stress management
Help seeking
Gender and Identity
Positive Gender Relations
ages/View.aspx?pin=5DZ88S

38. Which of these 8 topics do you believe is most needed at your school?
Emotional literacy
Personal strengths
Positive coping
Problem solving
Stress management
Help seeking
Gender and Identity
Positive Gender Relations
Brief description of each (see end slides)
(Quick activity for these slides: draw a stick picture, or max. 5- word description of your understanding of each theme.)

39. Remember the facts…
Respectful Relationships Education is part of the new Victorian Curriculum – it is not an add-on or an additional program, it must be taught in all schools.
The Personal and Social Capability and Health and Physical Education outline the progression of topics in an age-appropriate, research-based manner.
The Government has accepted all recommendations from the Royal Commission into Family Violence. Teaching about respectful relationships is one of these recommendations.
Gender-based violence is very real – it has been labelled an epidemic in recent reports. Don’t forget the statistics…

40. The 7 elements of best practice (Our Watch, 2015)
Addresses drivers of gender-based violence
Have a long term vision, approach and funding
Take a whole school approach
Establish mechanisms for collaboration and coordinated effort
Ensure integrated evaluation and continual improvement
Provide resources and support for teachers
Use age-appropriate, interactive, inclusive and participatory curriculum teaching and learning

41. “The standard you walk past, is the standard you accept
“The standard you walk past, is the standard you accept.” - Army Chief, Lieutenant General David Lindsay Morrison
Longitudinal studies carried out in the US have shown significant decreases in participating students’ future perpetration of violence four years after the program, compared to a control group.
Here, PricewaterhouseCoopers extrapolated from such studies to estimate conservatively that if respectful relationships education were rolled out in all government schools in Australia we could prevent between 7000 and 12,000 future incidents of violence against women and save our economy up to $3.6 billion.
Think how many futures that could change.

42. Jessica Harris VCAA Specialist Teacher Personal and Social Capability and Health and Physical Education Nerida Matthews – Curriculum Manager Further reading: