Years 9 & 10

This is where you'll find lesson plans, pre- and post-assessment tasks and videos (keep scrolling). Each lesson plan is saved as a single pdf, complete with handouts and slides. 


Introduction - Read this first!


Lesson Plans for Years 9 & 10


topic 1 - Introducing Love, Sex and Relationships

Activity 1: Creating a Safe Space
Activity 2: Introducing the Love, Sex and Relationships Ethical Framework.
Activity 3: The Sexuality Timeline

topic 2 - Love etc...

Activity 1: Perfect Match
Activity 2: Relationship Check-up

topic 3 -Sexual Diversity

Activity 1: Names
Activity 2: Stepping Out

topic 4 - The truth about desire

Activity 1: Name that Myth (about Desire) Quiz
Activity 2: The Truth about Desire
Activity 3: Words

topic 5 -When's the right time

Activity 1: Check The Facts

 topic 6 - Comfort zones

Activity 1: Comfort Zones

topic 7 - communication

Activity 1: Non-verbal communication
Activity 2: Checking-in relay

topic 8 -consent and the law

Activity 1: Is it legal?

lesson 9 – STIs – getting tested

Activity 1: What do you know?
Activity 2: How to put on a condom, Laci Green
Activity 3: Getting tested

topic 10 – Can you get pregnant from...

Activity 1: Jessica and Ashley
Activity 2: Contraception – an overview of facts and stats

Assessment Tools for Years 9 & 10

Developed in consultation with Australian Council for Educational Research, we have developed a pre-assessment test is to gauge the students’ current understanding and knowledge of key aspects that appear in The Practical Guide to Love, Sex and Relationships resource. Complete it prior to lessons beginning. Some questions are multiple choice, with some short, written response formats as well. The assessment is designed to be a ‘snapshot of understanding’ that requires minimal time and preparation from both teachers and students. The results of the pre-test can be used to inform the teacher on areas that will need particular attention when using the resource.

The main function of the post-assessment is to gauge the students’ understanding and knowledge after completing the lessons in the resource. The post-test should be completed after all resource lessons have been completed. The post-test is made up of a new set of 20 questions that mirror the content from the pre-test as well as the resource itself. The post-test questions are designed to be more reflective and encourage application of learnt material to find solutions. Like the pre-test, the assessment is designed to be a ‘snapshot of understanding’ that requires minimal time and preparation from both teachers and students.

Classroom Videos for Years 9 & 10

We have also made short animations as discussion starters. The teaching activities work independently of the videos as we appreciate the videos will not be considered acceptable in all school environments. Some of them contain swearing (eg ‘slut’) and sketches of genitals. Please review them before you show your class.


INTRO TO Love, Sex and Relationships

Is there a ‘rule-book’ for love, sex and relationships? Are there penalties for breaking the rules? Are the rules fair? What does a healthy relationship look like? Students are encouraged to identify and critique existing social expectations against a new kind framework. The LSR Ethical Framework is an alternative guideline for relationships (including sexual relationships) based on fairness, safety, respect (and fun).


The Truth About Desire

This topic begins the discussion about ‘being sexual’, starting from a reflection on assumptions about sexual desire. Rather than a focus on the dangers and risks of pregnancy and disease, we start from a position that being sexual is a potentially good part of our lives, and consider the the effect of gender stereotypes and double standards on relationships. 


When’s the Right Time?

How does a person know if and when they are ready for a sexual relationship? What’s important to them? What’s important in being with another person, and how do you know what they want? 

We also talk about communication during sex. Lots of people feel awkward but you still have to know that both of you want to be there. Paying attention on to body language and other non-verbal signals is important for expressing what you want, and helping you understand what the other person wants too.


The good ship ‘Relationship’ 

Young people want opportunities to discuss the emotional and practical aspects of relationships from sex ed, and not simply the biological and reproductive information. One basic expectation is that a relationship is good for you. Sounds obvious, but once in a relationship it can get pretty confusing to know what’s good for you (which is part of taking care of yourself), and what you can improve on. Some relationships end – and should.