Seeking Consent Skills

Lesson Overview

WALT: We are learning how to seek consent and communicate intentions effectively.
Success Criteria:

• I can ask for consent respectfully.
• I can explain why clear communication matters.
• I can respond appropriately when consent is denied.

Curriculum Connections

This lesson aligns with the Western Australian Curriculum for Health and Physical Education, Year 6, specifically:

• Content Descriptor: AC9HP6P10 – Analyse how behaviours influence health, safety, relationships and wellbeing of individuals and communities.
• Elaboration: Practising and refining assertive communication techniques in a range of situations including asking for consent and responding appropriately to others’ decisions .
• Emphasises development of respectful relationships, aligning with the school's Christian values on empathy and respect .
• Focuses on communication skills useful for diverse learners and those with additional needs through scaffolded role-play and visual supports .

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Lesson Details

Time	Activity	Description & Notes
0-10 min	Introduction & Learning Intention	- Brief explicit teaching using clear language: What is consent? What is effective communication?
		- Introduce WALT and Success Criteria on board and read aloud.
		- Use a simple illustrated graphic organiser to explain 'asking for consent' steps and why it matters.
10-30 min	Guided Role-Play in Pairs	- Students paired to practice asking for consent in scenarios (passing an item, borrowing something, joining a game).
		- Provide sentence starters and visual prompts for dyslexia-friendly support (e.g., “Can I…?”, “Is it okay if…?”).
		- Teacher circulates to model respectful verbal and non-verbal cues.
30-40 min	Class Discussion and Reflection	- Invite students to share experiences from role-play, focusing on how it felt to ask and to say ‘No’.
		- Explicitly explain why clear communication helps maintain respect and safety in relationships.
40-50 min	Scenario Response Task	- Present 2-3 brief scenarios involving asking for consent (including a refusal).
		- Students write or draw their response on what they would say or do next, using graphic organisers if preferred.
		- Encourage inclusion of respectful language and body cues.
50-60 min	Extension & Plenary	- Option for advanced learners: Write a short dialogue demonstrating effective consent conversation.
		- Group share of a few responses or dialogues to consolidate learning.
		- Review WALT and Success Criteria, checking for understanding through teacher questioning.

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Differentiation Strategies

• For diverse learners:
  • Pair students to support each other during role-play.
  • Use graphic organisers and sentence starters to aid expression and comprehension.
  • Provide verbal and visual prompts throughout lesson.
• For students with ADHD or attention needs:
  • Allow movement breaks between activities.
  • Keep instructions clear and chunked into small steps.
• For the AFS (English as Additional Language) student:
  • Use simple language and check for understanding frequently.
  • Pair with a supportive peer and use clear body language during role play.

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Assessment

• Formative assessment through observation of role-plays and participation in discussions.
• Review scenario response task for understanding and application of respectful consent language.
• Teacher questioning throughout to check comprehension and comfort with concept.

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Resources

• Graphic organisers illustrating communication steps (e.g., asking, listening, responding).
• Scenario cards for role-play and written tasks.
• Visual sentence starters.
• Whiteboard or chart paper for recording key points.

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Christian Perspective Integration

• Emphasise respect and empathy as key Christian values supporting healthy interactions.
• Use age-appropriate reflection questions about how Jesus’ teachings encourage treating others with dignity.
• Highlight importance of listening and caring for others’ feelings as part of community wellbeing.

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Teacher Notes:

• Explicit teaching and clear modelling are essential for this lesson to meet diverse needs.
• Reinforce that ‘no’ is a complete answer and should always be respected.
• Encourage safe, supportive environment where questions can be asked comfortably.

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This plan provides a scaffolded, inclusive, and explicit approach to teaching Year 6 students in Western Australia about seeking consent and communicating intentions, fully aligned with the WA Curriculum and your specific teaching context .