Consent Recap Poster

Overview

This recap lesson revisits what students learned about consent and respectful relationships last term. Students consolidate one key idea by designing an A4 poster with a slogan and a picture, using clear language and respectful choices.

Learning intentions

WALT (We Are Learning To…):

• recognise situations where consent is needed
• practise clear, respectful ways to ask for permission and give consent or a clear no
• communicate ideas about consent in ways that support safe and respectful interactions with others
• reflect on learning from last term and choose one important takeaway to teach someone else

Success criteria

I can…

• name at least one important consent takeaway from last term
• make an A4 portrait poster that shows one consent idea clearly
• include a short slogan or text that matches my idea
• show consent respectfully in the way I communicate my poster message

Curriculum links

• Health Education / Self and others: using clear and respectful communication to encourage safe environments through role plays
• Health Education / Self and others: recognising situations where consent is needed and practising how to ask for and give permission clearly and respectfully
• Health Education / Boundaries and staying safe: seeking and giving consent ensures shared understanding and respect
• Health Education / Boundaries and staying safe: using clear communication and noticing when others feel uncomfortable helps people feel safe

Lesson structure (45 minutes total)

1. 0–5 min · Do Now: Takeaways. Teacher says: “Think back to last term’s consent lessons. Name the most important takeaway you remember.” Students each share at least one idea with the teacher or group (one at a time), while the class listens respectfully and adds ideas only if it’s new.

2. 5–12 min · Quick recall + sort. Teacher puts 2–3 prompt questions on the board (e.g., “What does consent mean?”, “How do we ask?”, “What do we do if someone says no?”). Students turn-and-talk, then teacher leads a short “sorting” discussion: consent = permission, clear “yes/no,” and respecting the answer.

3. 12–18 min · Model the poster success criteria. Teacher shows a sample (or sketches one section) demonstrating: A4 portrait, at least 4 colours, a slogan, and a picture representing the idea. Students identify which features meet the criteria and why clear messages help keep people safe.

4. 18–28 min · Plan time (choose one idea). Teacher gives a planning sheet or quick template: “My poster idea is… / My slogan is… / My picture will show…” Students choose one takeaway from the recall list, confirm they have a unique idea (no duplicates), and write a first draft slogan/text.

5. 28–41 min · Create poster. Teacher circulates, checking: unique suggestion, respectful wording, and correct layout (A4 portrait). Students design and create the poster using at least 4 different colours and adding a clear picture that matches the message.

6. 41–45 min · Hand in + quick check. Teacher collects completed posters. Students do a quick “one-sentence reflection” to a buddy: “Today I learned/remembered that…” and one example of respectful consent language.

Resources

• A4 paper (portrait) or poster template in A4 portrait
• Colouring supplies (markers, coloured pencils, crayons)
• Sample poster (teacher-made) or image of poster features (not a full poster to copy)
• Planning sheet with prompt lines for slogan and idea
• Student-safe access to scissors/glue (if used)
• Display board or paper for class “unique ideas” list
• Timer and classroom discussion norms reminder

Assessment

• Teacher observation during Do Now: each student names at least one consent-related takeaway (and listens respectfully).
• Teacher checks during poster creation: clear link to consent, use of respectful wording, and fulfilment of poster requirements (A4 portrait, 4+ colours, slogan/text, picture).
• Informal exit reflection in pairs: students state one message they included and what it means for safe relationships.

Differentiation

• Support: provide sentence starters on the board (e.g., “Can I…?”, “You can say no/yes by…”, “If someone says no, we…”).
• Support: offer a word bank of consent phrases (ask, permission, yes/no, stop, respectful, uncomfortable) and allow students to write short slogans instead of long paragraphs.
• Extension: invite students to make their picture show what “no” or “stop” looks like (e.g., stepping back, using a calm voice, choosing a different activity) while keeping wording simple and respectful.
• EAL/SEN: allow oral rehearsal of the slogan with a partner before writing; accept drawings plus short text if writing is challenging.