Consent and Informed Choices

Overview

This is lesson 6 of 10 in Healthy Relationships and Hauora. Students build on previous learning about respectful relationships, boundaries and communication by examining how consent supports safe, respectful and informed choices in everyday, online and relationship contexts.

Learning intentions

• WALT describe consent as freely given, informed, specific, reversible and enthusiastic or comfortable.
• WALT recognise pressure, coercion, uncertainty and situations where consent is absent or cannot be given.
• WALT practise asking, listening, checking, accepting a “no” and stopping.
• WALT identify a trusted adult or support person who can help.

Success criteria

• I can explain the key features of consent.
• I can identify pressure or a lack of consent in a fictional situation.
• I can use respectful words to ask, check, accept a “no” and stop.
• I can name a trusted support person and explain when I could seek help.

Curriculum links

• Health Education — Relationships: communication skills, empathy, personal relationships and boundaries.
• Health Education — Relationships: consent, online safety, exclusion, bullying and stereotypes.
• Health Education — Self and others: emotional regulation, cultural norms and interpreting verbal and non-verbal cues.
• Health Education — Self and others: inclusive practices, respectful interactions and emotional safety; supports the key competencies of managing self, relating to others and participating and contributing.

Lesson structure (60 minutes)

1. 0–5 min · Safe start and hook. Display the opening question in the introduction and hook slides: “If someone says yes once, does that mean yes every time?” Establish that students will use fictional examples only, may pass on speaking, and can place questions anonymously in the consent thinking worksheet. Students silently choose an initial response, then share only if comfortable.

2. 5–15 min · Direct teaching. Use the consent teaching slides to introduce consent as permission that is freely given, informed, specific, reversible and enthusiastic or comfortable. Explain that consent must fit the situation: permission to borrow an item is not permission to share a photo, and permission for one activity is not permission for another. Clarify that pressure, threats, repeated asking, guilt, intoxication, sleep, significant impairment or lack of capacity mean consent is not freely and safely given. Adults have a responsibility to protect young people; when unsure, pause and seek help. Students match each feature to a simple icon or phrase on the worksheet.

3. 15–28 min · Consent checklist. Model the sequence: ask → listen → check → accept → stop. Distribute the Consent and Respect Discussion Cards to pairs and give each pair a fictional situation, such as borrowing headphones, taking a photo, joining a game, physical contact, sharing a message online or a romantic context. Students use the checklist to decide: What is being asked? Is the choice informed and freely given? Is there pressure or unequal power? Can the person change their mind? What should happen next?

4. 28–43 min · Scenario analysis. Pairs complete three scenarios on the consent thinking worksheet, selecting “consent is clear”, “pause and check” or “consent is not present”. Include examples involving online sharing and digital permanence. Students underline evidence and write or select a respectful response. Avoid asking for personal experiences; remind students that fictional examples can still raise important feelings.

5. 43–53 min · Practise responses. Revisit the practice and response slides. Students choose one option: practise with a partner, sequence response cards, write or draw a response, observe a teacher model, or identify the correct step. Useful scripts include: “Is this okay?”, “Do you still want to?”, “Thanks for telling me”, “No problem—we’ll stop”, and “Let’s check with a trusted adult.” Students demonstrate one response without physical contact or personal disclosure.

6. 53–60 min · Exit and support check. Students complete the three-choice scenario exit ticket on the consent thinking worksheet and demonstrate, write or point to one consent response. Finish with the reflection and help-seeking slides. Students privately name a trusted adult or support person on their worksheet or in a teacher check-in. Invite anonymous questions and explain how private follow-up will occur.

Resources

• the consent and informed choices slide deck
• the consent thinking worksheet
• the Consent and Respect Discussion Cards
• Consent checklist displayed or printed
• Visual scripts and icons for ask, listen, check, accept and stop
• Anonymous question box and paper slips
• Trusted-adult map or school support directory
• Timer and optional movement-break space

Assessment

• Listen for accurate use of the five consent features during pair analysis and check whether students can distinguish “clear consent”, “pause and check” and “not present”.
• Observe each student’s chosen practice method for an appropriate response: asking, checking, accepting a “no” or stopping.
• Use the exit ticket to identify misconceptions or students needing a private follow-up. Follow school safeguarding and mandatory-reporting procedures; do not promise secrecy.

Differentiation

• Provide icons, repeated phrases, audio instructions, simplified text, high-contrast formatting and dyslexia-friendly sans-serif print. Read scenarios aloud and allow students to highlight, point, draw or dictate answers.
• For ADHD, FASD and ASD learners, preview the sequence visually, give one instruction at a time, use predictable pairings, offer extra processing time, and include a brief movement or regulation break.
• Offer non-role-play alternatives and never require eye contact, physical contact, disclosure or public speaking. Check understanding privately and use concrete, non-assumptive examples.
• Extension: students identify subtle pressure, unequal power, digital permanence and safe bystander actions, such as interrupting, checking in privately, saving evidence, reporting online harm or getting a trusted adult.

Extension

• Students create a short “pause and check” script for an online-sharing or friendship scenario.
• Students explain how a bystander can support someone without escalating risk or taking control of the situation.