Year 9 · RSHE (PSHE) · beta

Power in relationships: How can we keep safe?

This unit explores power dynamics, consent and safety in relationships. Pupils learn about consent in intimate relationships, recognise exploitation and grooming, understand what constitutes sexual harassment, and know how to seek help and report concerns.

This is an attributed Oak National Academy lesson sequence, not a completed or academically approved DASKEREL course. Supporting transcripts may depend on video, images, practical equipment or teacher explanation. Follow each lesson’s supervision guidance. For religious education and RSHE, follow the school’s syllabus, policy and safeguarding procedures.

Prior knowledge

  • Pupils should understand from Year 8 what constitutes consent and boundaries in relationships, including that consent must be freely given and can be withdrawn at any time.
  • Pupils should be familiar with power imbalances in relationships from previous units.
  • Pupils should know from earlier learning how to report concerns and access support, understanding that harmful behaviour is never the victim's fault and professional help is available.

Source curriculum references

  • The role of consent, including in romantic and sexual relationships.
  • How inequalities of power can impact behaviour within relationships, including sexual relationships.
  • What constitutes sexual harassment or sexual violence, and that such behaviour is unacceptable, emphasising that it is never the fault of the person experiencing it.
  • Sexual harassment includes unsolicited sexual language, attention or touching, and taking or sharing intimate or sexual images without consent.
  • Sexual harassment includes public sexual harassment, pressuring others to do sexual things, and upskirting.
  • The concepts and laws relating to harms which are exploitative, including sexual exploitation, criminal exploitation and abuse, grooming, and financial exploitation.
  • How to seek support for their own worrying or abusive behaviour or for worrying or abusive behaviour they have experienced from others.
  • Information on where to report abuse.
  • Sexual consent and their capacity to give, withhold or remove consent at any time, even if initially given.
  • The risks and signs that they may be at risk of grooming or exploitation, and how to seek help where there is a concern.

Oak source metadata. DASKEREL has not independently verified school-level coverage.

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