Consent and Stigma

Year Level

Year 12

Duration

50 minutes

Class Size

25 students

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Curriculum Alignment

This lesson plan is aligned with the New Zealand Curriculum Refresh for Health and Physical Education for Year 12 students. It supports students’ engagement with learning area statements focused on well-being and societal participation, and develops competencies in thinking, relating to others, and using language, symbols, and texts.

Relevant Achievement Objectives

• Health and Physical Education:
• Understand influences on own and others’ well-being, including social and cultural contexts.
• Examine how past and present societal attitudes affect health-related behaviours and beliefs.
• Develop skills to critically reflect on personal and societal values.
• Key Competencies Addressed:
• Thinking: Critically analysing and reflecting on complex social issues.
• Relating to Others: Engaging in respectful dialogue about sensitive topics.
• Using language, symbols, and texts: Interpreting legal texts and communicating complex ideas clearly.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Compare consent laws in New Zealand with those of another selected country, identifying key differences.
2. Explain how historical factors contribute to stigma around consent in New Zealand.
3. Reflect on the social and cultural implications of consent and stigma.
4. Communicate their understanding effectively through discussion and written responses.

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Resources Needed

• Copies of simplified summaries of New Zealand’s consent laws (e.g., age, definition of consent).
• Summaries or excerpts of consent laws from a selected country for comparison (e.g., Australia, Canada, or UK).
• Whiteboard or digital display.
• Handouts with discussion questions and reflection prompts.
• Pens and paper or devices for note-taking.

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Lesson Breakdown

1. Introduction (5 minutes)

• Begin with a brief discussion: "What does consent mean to you?" Capture a few key ideas on the board.
• Introduce the goals of today’s session: comparing consent laws and understanding stigma connected to consent.
• Emphasise respect and confidentiality in discussing sensitive topics.

2. Consent Laws Comparison Activity (15 minutes)

• Distribute handouts summarising New Zealand’s consent laws and those of the selected country.
• In pairs, students read and highlight key differences such as:
• Age of consent.
• Legal definitions or conditions for valid consent.
• Situations that affect consent validity (e.g., intoxication, power imbalance).
• Pairs use a Venn diagram to compare and contrast the two legal frameworks.
• Teacher circulates to support and prompt critical thinking.

3. Historical Stigma Exploration (10 minutes)

• Teacher presents a short overview (verbal or slides) of how historical events and societal attitudes in New Zealand (such as colonialism, gender norms, legal history) have influenced stigma around consent.
• Discuss how stigma can affect people's willingness to speak up, report violations, or understand their rights.
• Open floor for student reflections — what surprised them, what they already knew, and what questions they have.

4. Whole-Class Discussion - Social Implications (10 minutes)

• Facilitate a guided discussion on how stigma around consent influences contemporary social attitudes and behaviours.
• Use prompts:
• "How do past ideas about consent still affect people today?"
• "Why is it important to understand the differences in laws between countries?"
• "How can we challenge stigma in our communities?"
• Encourage linking this to personal, family, or community experiences where appropriate.

5. Individual Reflection and Written Response (8 minutes)

• Students write a brief response individually to this prompt: "Summarise one key difference between New Zealand's consent laws and another country’s, and explain how understanding history helps reduce stigma about consent."
• Ask for thoughtful, respectful reflections that connect learning objectives.

6. Plenary and Wrap-Up (2 minutes)

• Invite a few volunteers to share reflections (optional).
• Reinforce the importance of respect, knowledge, and critical understanding about consent laws and stigma.
• Provide information on school support services if any students need to talk further about issues raised.

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Assessment

• Students’ participation in paired and class discussions will provide formative assessment of their critical thinking and relating to others.
• The written reflection will be used to assess understanding of the legal comparisons and historical context, as well as their ability to communicate effectively.

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Differentiation & Inclusivity

• Provide written materials at different reading levels to ensure accessibility.
• Allow students to use spoken or digital responses if writing is a barrier.
• Respect diverse cultural perspectives on consent; acknowledge both tikanga Māori and Pacific values where relevant.
• Establish a safe environment for all voices and experiences.

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Teaching Tips for Engagement

• Use case studies or hypothetical scenarios that are relevant to Year 12 students.
• Encourage respectful debate by setting clear discussion guidelines.
• Integrate multimedia, such as short videos or legal excerpts, if available.
• Link the lesson to broader themes in Health such as relationships, human rights, and wellbeing.

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This plan directly supports learning from the New Zealand Curriculum Refresh, encouraging critical engagement with legal and historical perspectives on consent in a way that fosters respect, personal reflection, and active citizenship.