My Body, My Choice

Overview

This is lesson 2 of the “Safe and Strong” unit. Students learn that everyone owns their own body and has the right to make choices about touch and personal space. Through puppets, visuals and non-personal scenarios, they practise asking permission, respecting “no”, moving away and telling a trusted adult.

Learning intentions

• WALT explain that everyone owns their own body.
• WALT recognise that touch and personal space can feel comfortable, uncomfortable or unsafe.
• WALT ask before touching and respect another person’s answer.
• WALT use safe actions when a boundary is not respected: say “stop”, move away and tell.

Success criteria

• I can explain that everyone owns their own body.
• I can ask before touching.
• I can say “stop”, move away and tell a trusted adult.
• I can show kindness and support someone whose boundary has not been respected.

Curriculum links

• Relationships — practising kind words, sharing, taking turns and listening to build positive relationships.
• Relationships — role-playing protective behaviours, including saying no and asking for help when experiencing hurtful behaviour.
• Relationships — recognising unkind or excluding behaviour, responding with kindness and confidence, and taking safe action to support others.
• Bodies | Minds — noticing that feelings can affect how people speak, listen and connect with others.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and safety agreement. Teacher introduces the WALT and explains that today’s examples are pretend situations, not personal stories; students may pass, watch or use a puppet instead of acting. Open with the hook and learning intention slides and establish: no real touching, no naming classmates, listen respectfully, and tell the teacher privately if something feels worrying.

2. 5–13 min · Body ownership and boundaries. Teacher displays a simple outline of a person and explains, “My body belongs to me. Your body belongs to you.” Discuss personal space as the space around our body and model asking, “May I sit beside you?” or “Would you like a high-five?” Students practise answering with “yes”, “no” or “not right now”, using words, a thumbs signal, a communication device or a gesture. Return to the body ownership and personal space slides.

3. 13–23 min · Comfortable, uncomfortable and unsafe. Teacher explains that feelings can be clues: comfortable may feel calm or happy; uncomfortable may feel unsure, worried or bothered; unsafe may involve hurt, fear, pressure or someone not stopping. Emphasise that children can say no even if they previously said yes, and that adults should listen. Read three non-personal puppet scenarios from the feelings and scenario slides: a friend asks before sitting close; someone keeps tickling after being told to stop; a person grabs a toy and pushes. Students hold up a feeling symbol or point to a choice and explain why, without sharing personal experiences.

4. 23–38 min · Protective behaviour role-play. Teacher models the safety sequence with two puppets: use a clear voice—“Stop. I don’t like that”; create space by stepping back or moving to a safe place; tell a trusted adult what happened. Model that the person hearing “no” stops, gives space and says, “Okay.” In pairs, students use puppets to rehearse four scenarios: unwanted tickling, someone standing too close, a hug asked for and declined, and a child being pulled into a game. Students may watch, narrate, point to picture choices or use an alternative communication method. Pause after each role-play to ask, “What was the safe action?” Use the role-play instruction and safety-sequence slides.

5. 38–48 min · Being a supportive friend. Teacher presents a puppet whose “stop” was not respected. Ask, “What could a friend do?” Guide responses towards listening, believing, helping the person move away, finding a trusted adult and never blaming or joining in. Students practise a short response with a partner or puppet: “I heard you. Let’s go and tell.” Reinforce that it is not their job to investigate or fix the problem. Refer to the supporting-a-friend discussion slide.

6. 48–56 min · Individual reflection. Distribute the body-choice reflection worksheet. Students complete or dictate responses to picture-based prompts: “How can I ask before touching?”, “What can I say if I do not like something?”, and “Who could help me?” They draw or select words for the safety sequence: say stop, move away, tell. Students who do not wish to write may point, draw, use a scribe or explain privately.

7. 56–60 min · Plenary and exit check. Revisit the WALT using the recap and exit-question slide. Each student completes one of three oral or visual responses: “Everyone owns…”, “Before touching I can…”, or “If someone does not stop, I can…”. Teacher reminds students they can talk to a trusted adult at school or at home about any worry.

Resources

• the Safe and Strong body-choice slide deck
• the body-choice reflection worksheet
• Two hand puppets or soft toys
• Large body outline or boundary-space visual
• Comfortable, uncomfortable and unsafe feeling symbols
• Communication devices, choice cards or gesture prompts
• Clear floor space for moving away safely
• Private check-in space and school safeguarding procedure

Assessment

• Listen for students explaining body ownership, asking permission and recognising that “no” or “not right now” must be respected.
• Observe role-play for a clear “stop”, safe movement away and identifying a trusted adult; accept spoken, signed, gestured or device-based communication.
• Review the worksheet and exit responses. Follow up privately and according to school safeguarding procedures if a student makes a disclosure or indicates they are unsafe; do not ask investigative questions in front of the class.

Differentiation

• Provide visual boundary cues, feeling symbols, sentence starters (“May I…?”, “Stop, I don’t like that”, “I need help”) and repeated teacher modelling.
• Use puppets rather than physical contact. Offer opt-out choices: watch, narrate, point, draw, use a gesture or practise with an adult.
• For EAL learners and students with communication or learning needs, pre-teach key words with pictures, accept home-language discussion where possible, and provide communication devices or gesture-based responses.
• Reduce sensory and performance demands by using a quiet space, predictable turn-taking and no requirement to disclose personal experiences.

Extension

• Students explain how to support someone whose boundary has not been respected, including listening, helping them move away, finding a trusted adult and avoiding blame.
• Students create and illustrate a class reminder showing the sequence: “Ask first — listen to the answer — stop if asked — move away and tell if needed.”