Playlist teacher guide - Moving the line

Playlist information

Playlist summary

This playlist unpacks the rules around Moving the Line in the Field Model and what constitutes a line move in a relationship.

Playlist purpose

The content of the playlist supports students to:

  • unpack the types of situations that would constitute a line move in the Field Model
  • develop the skills required to recognise and respond appropriately to a line move
  • understand the social norms that can enable line moves in different situations and how to challenge them.

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Learning objectives

  • Understand how to recognise a range of disrespectful behaviours that can occur in relationships (including coercion, leverage, manipulation).
  • Understand the signs of an abusive relationship and the factors that can lead to a relationship becoming abusive.
  • Know where and how to access support for family, domestic and/or sexual violence for themselves or for others.
  • Propose practical and realistic ways to behave ethically in relationships to ensure all encounters are consensual.
  • Identify cues in real-life situations and practical and realistic ways to communicate when consent is and isn't being given.
  • Identify practical ways that a bystander can intervene if they are concerned about whether a situation is consensual or not.

Key messages

  • Each individual needs to be responsible for their actions in relationships, including taking positive steps to rectify disrespectful behaviour, seeking or providing help or support, or safely ending disrespectful relationships.
  • Personal experiences and societal/cultural norms can create different expectations of the roles that people play in their personal and professional relationships.
  • If a person says ‘yes’ but they were too frightened to say no, then it is not consent.
  • When dealing with situations or issues about consent it’s always important to double check that you are reading it right.
  • Having the skills to understand, give and receive consent can help people to have safe and respectful relationships.

Year level(s) appropriate for

Year 10, Year 11, Year 12

Australian curriculum links

Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses.

Investigate how empathy and ethical decision making contribute to respectful relationships.

Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their own or others’ health, safety and wellbeing may be at short or long-term risk.

Critique behaviours and contextual factors that influence health and wellbeing of diverse communities.

Media items

Moving the line basics

Type: Page.

Duration: 6 minutes.

Source: The Good Society.

Summary: This resource unpacks the basics of Moving the Line - when someone takes action despite your No or I Don't Know on any shared decision. It outlines how line moves break the Field Model rules and are disrespectful behaviours at the best of times. Check out the examples and be informed how best to respect the individual rights of others.

Survey questions:

  1. Question number 1. Is ignoring someone’s No always a line move? Answers
    1. a.Yes
    2. b.Maybe
    3. c.No
    Discussion points:

    It is important to remember that the Field Model only applies to shared decisions. If you ignore someone’s “no” in relation to a personal decision that only impacts you, then this would not be a line move. Personal decisions only impact on you and therefore your decision is the only decision that is required in order to take action. If someone else is trying to enforce a “No” on you in relation to a personal decision – then this could represent an abusive no, particularly if their no will infringe on your rights.

Survivors of Sexual Assault

Type: Web.

Duration: 34 minutes.

Source: ABC. ()

Summary: From the ABC series You Can’t Ask That, survivors of sexual assault answer questions about their experiences. Warning: This video has an (M) rating classification. People in this show share some awful experiences and it can be upsetting.

Survey questions:

  1. Question number 1. How did this video make you feel? Answers
    1. a.Sad
    2. b.Upset
    3. c.Angry
    4. d.Scared
    5. e.Bored
    6. f.Nothing
    7. g.Don’t want to say
    8. h.Other
    Discussion points:

    This is a very confronting video. It’s probably useful to allow some time for the students to talk about their emotional responses, and perhaps talk about which stories triggered which reactions.

    What we’re really looking for here is some sense that these stories have given an insight into what the experience is like, and increase empathy and sympathy for the victims, while also triggering thoughts along the lines of, “I would never want to cause that type of suffering.”

  2. Question number 2. Can how someone dresses or where they are influence the other person’s perception of whether they are moving the line when they take action? Answers
    1. a.Yes
    2. b.No
    3. c.Maybe
    Discussion points:

    The way someone dresses or the place where the interaction occurs has no bearing on whether an action is a line move or not. Dress and location are irrelevant in the Field Model. The rules of the Field Model state that if you take action on a shared decision without permission or you ignore someone’s no then that is a line move, regardless of any other factors.

    To explore this concept further, discuss the following questions:

    • Were there any situations described in the video that you believe were not line moves? Why do you think this is the case?
    • How can the way society judges survivors of sexual assault influence their decision to come forward and report their experiences to police or other sexual assault services?
    • How could you support someone who may have experienced sexual assault to understand it was not their fault?

Social enablers of abuse

Type: Page.

Duration: 6 minutes.

Source: The Good Society.

Summary: Group behaviours and other social influences like power, alcohol, technology and gender can cause people to think certain line moves are normal or acceptable in certain situations, even if momentarily. However, when we challenge any social norm enabling abuse, we can make way for a more caring society.

Survey questions:

  1. Question number 1. Do you believe social influences can enable line moves and abuse? Answers
    1. a.Yes
    2. b.No
    3. c.Maybe
    Discussion points:

    Social norms can have a strong influence on what we believe, how we act and how we respond in a range of situations. When it comes to line moves, the way we respond and our expectations in different situations can be strongly influenced by the social norms we have been exposed to.

    To further explore these concepts, discuss the following questions:

    • What social norms exist in your community that influence the decisions you make and the way you behave?
    • What social norms exist that enable disrespectful behaviour? How are these norms perpetuated within groups?
    • Have you ever changed the way you behaved in order to fit into a group or impress someone you are with?
    • How can you challenge social norms that enable or encourage disrespectful or abusive behaviour?
  2. Question number 2. How likely are you to resist or push back on social enablers of abuse? Answers
    1. a.Certain
    2. b.Pretty confident
    3. c.Not confident
    4. d.Pessimistic
    5. e.Don’t believe it’s an issue
    Discussion points:

    Building from the previous question, we can ask students to project forward and rate their confidence in dealing with influences we’ve already identified. Push them on their ratings.

    • Why do they believe what they believe?
    • What do they see happening?
    • How realistic are they being?

Responding to a line move

Type: Page.

Duration: 8 minutes.

Source: The Good Society.

Summary: How do you handle a line move? There are a few ways you can respond, depending on whether you are the victim or the mover.

Survey questions:

  1. Question number 1. Have you ever had to deal with a line move in a relationship? Answers
    1. a.Yes
    2. b.No
    3. c.Maybe, I didn’t think it was a line move at the time but now realise that it was
    Discussion points:

    Line moves can range in severity and can sometimes happen without you even realising how it impacts on you and your relationships. It’s important that when you do recognise a line move that you deal with it as soon as possible after it occurs. By recognising it and raising it with the line mover it will enable you to set up firm boundaries about what is respectful behaviour and what your expectations are for the relationship. If you don’t feel safe or able to confront the line mover, then it is important to try to leave the situation or to seek help from others.

    To further explore these concepts, discuss the following questions:

    • How do you think you would react if one of your friends moved the line on you?
    • Do different situations warrant different responses to a line move?
    • Who could you recruit to help you deal with a line move?

Dan’s admission

Type: Video.

Duration: 11 minutes.

Source: Harmontown. ()

Summary: Dan Harmon is a comedy writer and creator of Rick & Morty, Community and Monster House. He was accused of sexual harassment by another comedy writer, Megan Ganz, and made a public apology, which Megan accepted. This is an example of both bad behaviour and good apology.

Survey questions:

  1. Question number 1. Do you think this was a good apology? Answers
    1. a.Yes
    2. b.No
    3. c.I don’t know
    Discussion points:

    Note: There are links for more context below.

    What’s really interesting about this story is that it’s one of the few #MeToo stories where a man was publicly accused, publicly apologised, and the apology was accepted and everyone moved on.

    This has a great deal to do with the substance of the apology. To be clear, the scope of Dan’s bad behaviour was relatively limited compared to other stories—he’s not predatorial; he was a boss crushing on a subordinate. But, given that, Dan’s apology was flagged by women in the entertainment industry as being the kind of honest, ethical and accountable apology that actually makes a difference to victims and can yield some degree of forgiveness.

    • You can ask students what they thought of this apology:
    • What exactly did Dan do that was wrong?
    • What were the consequences?
    • What did he do in his apology that made it effective? (You can refer to the list in the Getting help page.)

    To further explore this scenario, and to unpack Dan’s apology and how he took responsibility for his actions, read the following article.

    If you want other apologies for comparison, there’s a good round-up here.

Activities and extras

The conversations generated through engaging with this playlist could be built upon and reinforced using role play scenarios or group activities where students practise and refine strategies for:

  • Challenging social norms that condone line moves in certain situations.
  • Challenging the behaviours of others when they move the line.