Values and Boundaries

Overview

Lesson 3 of 11 builds on earlier work about recognising clear consent signals. Today students explore how personal values shape comfort zones and boundaries, and practise respectful ways to communicate “yes”, “no”, and “not right now”.

Learning intentions

WALT (We Are Learning To…)

• explain that consent is voluntary, informed, and communicated with clear verbal and non-verbal signals
• identify personal values that influence comfort zones and boundaries
• practise respectful communication when someone’s comfort changes or they are unsure

Success criteria

I can…

• name at least two personal values and describe how each can affect my comfort zone
• recognise that consent cannot be given under pressure, manipulation, or silence
• use verbal and non-verbal signals to show I am comfortable, uncomfortable, or need more time
• describe one respectful way to respond if someone says “not right now” or changes their mind

Curriculum links

• Health and PE — Consent: consent is communicated through clear verbal and non-verbal signals; cues help people recognise when interactions are respectful and mutual
• Health and PE — Consent: consent requires voluntary, informed, and enthusiastic agreement; it cannot be given under pressure, manipulation, or silence
• Health Education (Year 4–6) — Consent: consent involves making choices about personal belongings, space, and bodies; understanding these rights helps to set boundaries and recognise respectful behaviour
• Health Education (Year 4–6) — Consent: consent is shaped by context, communication, and personal boundaries; respecting the right to change your mind builds trust

Lesson structure (30 minutes)

1. 0–5 min · Warm-up reflection. Teacher reads a short scenario: “You’re practising a game and someone moves closer than you’re comfortable with.” Students do a quick think: “What would I value in that moment?” and share one idea with a partner.

2. 5–11 min · Direct teach: values → comfort zones. Teacher draws a simple “comfort zone” circle on the board (comfortable / unsure / not comfortable) and connects it to values (e.g., safety, respect, fairness, privacy, belonging). Students complete a one-row “My values shape my comfort zone because…” sentence on their sheet.

3. 11–18 min · Values sorting activity. Teacher provides value cards (written as student-friendly statements, such as “I value my personal space” or “I value feeling safe”). In small groups, students sort into the comfort zones they might influence (comfortable / unsure / not comfortable) and add one example from school life (sharing belongings, group games, getting help with work, seat choice). Teacher circulates to listen for understanding that boundaries are personal.

4. 18–26 min · Consent communication practice (scenario stations). Teacher sets up two quick stations (or teacher-led scenarios if space is limited). At each station, students practise with a partner using a consent script:

• “I’m comfortable with that.” (enthusiastic/clear cue)
• “I’m not comfortable.” or “Stop.” (clear refusal cue)
• “Not right now—can we pause?” (change of mind / need more time) Teacher reminds: consent cannot be forced or ignored; silence or pressure is not consent. Students rotate and record which signals they used (verbal and non-verbal).

5. 26–30 min · Exit ticket: respectful response. Students answer: “What should I do if someone changes their mind or says ‘not right now’?” and “Name one value that helps you respect boundaries.” Collect for quick checking.

Resources

• Student worksheet with comfort-zone diagram (comfortable / unsure / not comfortable)
• Value cards (teacher-made) and blank “add your own value” spaces
• Scenario cue cards for consent practice (2–3 short scenarios)
• Consent signal reminder strip (verbal + non-verbal examples)
• Pens and sticky notes or mini whiteboards
• Timer visible to students

Assessment

• Teacher listens during the partner share and small-group sorting for accurate linking of values to comfort zones
• Observe scenario station practice: students use clear verbal and non-verbal signals and respond appropriately to “not right now”
• Exit ticket checks for understanding that consent is voluntary, informed, and not given under pressure; students can state a respectful action when someone changes their mind

Differentiation

• Support: provide sentence starters on the worksheet (e.g., “One value I have is…”, “That affects my comfort zone because…”); offer a word bank for signals (comfortable / unsure / not comfortable; pause; stop; thanks; I need space)
• Support: model one scenario first with a volunteer, then use a simplified second scenario with fewer details
• Extension: ask students to create an additional “values → boundaries” example from home or community settings, and explain how they would communicate with clarity and respect
• SEN/EAL: allow drawing instead of writing on the worksheet (e.g., icons for comfort zones) and provide extra time; use visuals for consent signals and repeat key statements consistently

Differentiation

• Support: sentence starters and a word bank for comfort-zone language and consent signals
• Support: pre-highlight value cards with colour-coded comfort zones
• Extension: students design a “pause and check-in” line that matches a specific context (sports, group work, helping someone)
• EAL/SEN: allow peer support and responses through visuals or short phrases