Setting Boundaries and Saying No

Students will develop an awareness of assault and harassment, understand the differences between these concepts, and learn how to respond appropriately, both as individuals affected and as witnesses. The goal is to enhance their ability to defend themselves, set boundaries, and support others.

Content and Methods:

The worksheet defines "harassment" and "assault" and encourages students to find examples. A text on a selected topic serves as a case study to explain sexual harassment and discuss its impacts. Questions and a multiple-choice task deepen understanding. A word puzzle highlights the short- and long-term consequences of assaults. In partner work, students explore how to intervene as witnesses and why it's important not to look away. A final reflection focuses on the role of consent. Methods include text analysis, brainstorming, partner work, multiple-choice tasks, word puzzles, and reflection.

Competencies:

• Distinguishing between harassment and assault
• Recognizing and identifying problematic behavior
• Analyzing the impacts of assault and harassment
• Developing strategies for action as victims and witnesses
• Understanding the importance of consent and the right to say "no"
• Collaboration and reflection in groups

Target Group and Level:

Grade 7 and up

Students will be informed about ways to seek help and support after experiencing assault or harassment. The overarching goal is to convey that they are not alone, are not to blame, and that there are trustworthy individuals and organizations available to help them process trauma and lead a self-determined life.

Content and Methods:

The worksheet begins with an introduction emphasizing the importance of speaking out about assaults and seeking help. It introduces the concepts of a "support network" and "emergency contacts." Students are encouraged to identify trusted individuals in their personal lives. A reading passage about a selected support organization serves as a case study to highlight the type of support and prevention work the organization offers. Multiple-choice questions assess comprehension of the text. A group reflection and a list of web links to additional support resources complete the worksheet. Methods include partner work, self-reflection, text analysis, multiple-choice questions, and group reflection.

Competencies:

• Identifying and building a personal support network
• Understanding the importance of discussing distressing experiences
• Knowledge of professional support services
• Analyzing and evaluating information about support organizations
• Reflecting on personal feelings and the ability to provide reassurance
• Applying research skills through the use of provided links

Target Group and Level:

Grade 7 and up

Note:

Worksheet 4 of 4 from the series "My Body Belongs to Me" - Middle School Level

Students will develop a deep understanding of the concepts of "bodily autonomy" and "consent." The goal is to equip them with the ability to clearly communicate their own boundaries, respect the boundaries of others, and recognize the importance of voluntary and explicit consent in various areas of life.

Content and Methods:

The worksheet defines bodily autonomy and consent, emphasizing the importance of knowing, naming, and respecting one's own boundaries. A text example describes a situation where consent and uncertainties in a relationship are discussed. Reflection questions highlight the role of communication in maintaining consent. In partner work, students will discuss the relevance of consent beyond physical interactions. Methods include text analysis, reflection questions, partner work, and collecting examples.

Competencies:

• Understanding and defining the terms "bodily autonomy" and "consent"
• Recognizing and communicating personal boundaries
• Respecting the boundaries of others
• Analyzing the role of communication in achieving consent
• Applying the concept of consent to various areas of life

Target Group and Level:

Grade 7 and up

Note:

Worksheet 1 of 4 from the series "My Body Belongs to Me" - Middle School Level

The learners should develop an awareness of their own feelings and personal boundaries. The goal is to teach them to distinguish between good and bad touches, define their personal space, and learn appropriate responses in uncomfortable situations.

Content and Methods:

The worksheet begins with a "Feelings barometer," where students evaluate touch situations using emojis. Next, the concept of "personal space" is introduced, which learners will illustrate and define who may enter it. A text about an uncomfortable situation serves as a basis for partner work to reflect on feelings and reactions. A table for categorizing characteristics of "good" and "bad" touches, along with group work to gather examples, deepens understanding. Methods include self-assessment, creative design, text analysis, partner and group work, and categorization exercises.

Competencies:

• Recognizing and naming personal feelings related to touch
• Defining and communicating personal boundaries
• Distinguishing between acceptable and uncomfortable touches
• Reflecting on behaviors in potentially uncomfortable situations
• Collaboration and communication in partner and group work

Target Group and Level:

Grade 3 and up

Note:

Worksheet 2 from the worksheet series "My Body Belongs to Me."

Objective:

Learners should understand and actively exercise their fundamental rights, especially the right to self-determination and privacy. The goal is to empower them to recognize, communicate, and seek help regarding their personal boundaries.

Content and Methods:

The worksheet covers children's rights, privacy, bodily autonomy, and the protection of personal information. Content is delivered through exercises such as formulating "No," recognizing gut feelings, identifying personal data, and analyzing a case study. Methods include text comprehension, practical tasks, case analysis, and multiple-choice questions.

Competencies:

• Understanding and communicating rights (self-determination, privacy)
• Recognizing and expressing personal boundaries
• Making independent decisions
• Seeking help from trusted individuals
• Critical thinking in risk situations

Target Group and Level:

From Grade 3

Note:

Worksheet 3 from the series "My Body Belongs to Me"

Learners will develop a nuanced understanding of secrets and learn to distinguish between "good" and "bad" secrets. The goal is to empower them to actively seek help for "bad" secrets and to develop a personal emergency plan.

Content and Methods:

The worksheet differentiates between good and bad secrets, emphasizes gut feelings, and highlights situations where secrets should be shared with trusted adults. Learners will evaluate secrets, respond to scenarios, and complete a fill-in-the-blank exercise. Finally, they will create an emergency plan for bad secrets, including identifying trusted individuals and communication strategies. Methods include reading comprehension, decision-making, fill-in-the-blank tasks, and partner work.

Competencies:

• Distinguishing between good and bad secrets
• Recognizing signs of a "bad" secret (gut feeling, negative emotions)
• Understanding the necessity of sharing "bad" secrets
• Developing strategies for handling difficult situations
• Identifying and naming trusted individuals
• Communicating needs and concerns

Target Group and Level:

Grade 3 and up

Note:

Worksheet 4 from the series "My Body Belongs to Me!"