Understanding Consent

Year Level

Year 12

Duration

50 minutes

Class Size

25 students

Curriculum Links

Health and Physical Education from the New Zealand Curriculum Refresh:

Achievement Objective: Students will understand and demonstrate knowledge of how to maintain personal safety and the importance of consent in interpersonal relationships.
Key Competencies: Managing self, relating to others, participating and contributing.
Learning Areas: Understanding personal and interpersonal skills relevant to health-related contexts.

Learning Intentions

By the end of the lesson, students will be able to:

Describe the legal and social definition of consent within the New Zealand context.
Identify who needs to give or seek consent in various situations.
Explain what giving and receiving consent looks like.
Recognise when consent must be sought.
Demonstrate how consent can be communicated in different scenarios.
Reflect on the importance of respectful communication and boundaries.

Success Criteria

Students can explain consent clearly using examples appropriate to their age.
Students can identify the role of consent in healthy relationships.
Students can role-play situations demonstrating how to seek and give consent.
Students show respectful attitudes towards others’ boundaries and choices.

Resources Required

Whiteboard and markers
Scenario cards describing various situations (e.g., sharing personal information, physical touch, digital interactions)
Consent definition poster (created by teacher)
Boundary-setting handout
Pens and paper for students
Consent role-play guidelines sheet

Lesson Outline

1. Introduction & Learning Hook (10 minutes)

Activate Prior Knowledge: Start with a warm-up question: “What does consent mean to you?” A think-pair-share activity allows students to discuss their ideas briefly with a partner before sharing with the class.
Teacher Brief: Present the formal definition of consent as understood in New Zealand law and commonly in society: “Consent means agreeing freely and voluntarily to something with the full understanding of what is involved. It must be given by all parties involved, can be withdrawn at any time, and applies in many types of interactions including physical, digital, and verbal.”
Emphasise the four key components of consent students need to learn: Who, What, When, and How.

2. Core Teaching: Exploring Consent (15 minutes)

Who needs consent? Discuss that everyone involved in an interaction must give consent—this includes peers, family, partners, and strangers. Emphasise that age, capacity, and context affect whether someone can legally provide consent.
What does consent look like? Provide examples: verbal agreement (“Yes, that’s okay”), clear body language (nodding, relaxed posture), and written consent in some cases.
When do you need to seek consent? Highlight moments for consent: before physical contact, sharing someone's personal information, posting photos, or participating in activities that involve personal boundaries.
How to consent in different scenarios? Introduce verbal and non-verbal consent forms; explain that silence or lack of resistance is not consent. Role of enthusiastic consent. Discuss digital scenarios, e.g., seeking permission before sharing photos or private messages.

3. Student Activity: Scenario Role Plays (15 minutes)

Group Work: Divide students into groups of 4-5. Distribute scenario cards presenting various consent-related situations relevant to their experiences (e.g., borrowing something, asking before hugging, sharing photos, as well as more serious contexts like dating or intimacy).
Role-play: Each group prepares a short role play showing how to appropriately ask for and give consent, or what to do if consent is not given.
Follow-up Discussion: Groups present their role plays. Discuss what was effective and respectful about each. Address any misconceptions or concerns.

4. Reflection and Consolidation (10 minutes)

Class Discussion: Reflect on why consent is important for personal safety and respectful relationships.
Individual Reflection: Students write a brief personal response on what they learned about consent, how this applies in their lives, and one way they will practice respectful boundaries.
Teacher Summary: Summarise key points and remind students about respect, communication, and responsibility.

Assessment

Formative: Observation of participation and understanding during discussions and role plays to inform ongoing teaching.
Summative: Collect and assess written reflections for insight into students’ grasp of consent principles and their application.

Teaching Considerations

Create a safe, inclusive environment to discuss sensitive topics.
Be aware of diverse cultural and personal backgrounds influencing perceptions of consent.
Use appropriate language and support students who may be culturally or developmentally sensitive.
Provide follow-up support avenues for students needing further discussion on the topic.

Reflection for Teachers

Were students able to articulate the meaning and importance of consent?
Did role plays demonstrate understanding of respectful interactions?
Was the classroom environment supportive for open and honest discussion?
What adjustments are needed for different student needs in future lessons?

This lesson plan aligns with the Health and Physical Education learning area in the New Zealand Curriculum Refresh, emphasising personal well-being, respectful relationships, and managing self effectively in social contexts. It empowers Year 12 students with knowledge and skills to navigate consent confidently and respectfully, within relevant legal and social frameworks in New Zealand.

Teaching Instructions