Consent: Communication, Choice and Respect

Name:

Date:

Part 1: Learning About Consent

Learning intentions: I can explain key consent principles, recognise respectful communication, identify pressure or coercion, and describe ways to seek help.

Class discussion expectations: Use respectful language, listen without interrupting, avoid sharing personal experiences, do not pressure anyone to answer, and speak about situations rather than individuals. You may choose to pass or ask for support.

Key vocabulary: Consent means a clear and freely made agreement. Boundary means a limit a person communicates about what feels safe or comfortable. Coercion means pressuring, threatening or manipulating someone. Capacity means being able to understand, choose and communicate a decision.

1. Which statement best describes consent?

A person agrees because they feel pressured.

A clear, freely given and informed agreement.

Silence always means yes.

Agreement to one activity means agreement to everything.

2. Match each principle to its meaning by writing the correct letter beside each word.

A. Freely given B. Informed C. Specific D. Reversible E. Capacity

_____ The person understands what they are agreeing to.

_____ A person can change their mind at any time.

_____ The agreement is about a particular activity or situation.

_____ The person is able to understand, choose and communicate.

_____ The choice is made without pressure, threats or manipulation.

3. True or false? Correct the false statements.

a) Someone can withdraw consent after initially agreeing. ________________________________

b) If a person is asleep, unconscious or too affected by alcohol or drugs to understand, they can give consent. ________________________________

c) Consent to share one photo means consent to share every photo. ________________________________

d) Respecting a boundary includes accepting “no”, “not now” or uncertainty. ________________________________

Part 2: Communication, Choice and Help-Seeking

4. Scenario: Riley asks Sam whether it is okay to post a group photo online. Sam says, “I’m not sure.” What should Riley do? Explain why.

5. Scenario: A friend keeps asking someone to do something after they have said no. The friend says, “If you really trusted me, you would.” What is happening, and what could a respectful response be?

6. Write two respectful ways to check consent or a boundary.

7. Digital consent: Before forwarding a private message, image or video, list two questions a person should consider.

8. If someone feels unsafe, pressured or unsure about a situation, name two trusted sources of support in Aotearoa New Zealand.

9. Reflection: Complete the sentence without describing a personal experience: “A respectful relationship includes…”

Curriculum connection: This worksheet supports Te Mātaiaho Health and Physical Education Years 0–10, including navigating relationships and making informed decisions. Descriptor: NZ-TMA-HEALTHANDP-Y0-10-health-and-physical-educ-004-DOC114.

Official source: https://newzealandcurriculum.tahurangi.education.govt.nz/new-zealand-curriculum-online/nzc---health-and-pe-phases-1-4-years-0-10/5637293829

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Teacher Answer Key — Keep Separate

1. A clear, freely given and informed agreement.

2. In order: B, D, C, E, A.

a) True.

b) False. A person needs capacity to give consent; someone who is asleep, unconscious or too affected by alcohol or drugs cannot give informed consent.

c) False. Consent is specific; agreement to one image does not mean agreement to all images or sharing platforms.

d) True.

4. Acceptable responses: Riley should not post or forward the photo until Sam gives a clear agreement. Riley could ask, “Would you like me to leave you out?” or suggest checking with everyone shown. “I’m not sure” is not a clear yes.

5. Acceptable responses: This is pressure or emotional coercion. A respectful response could be, “No is an answer. I will not keep asking,” or “You do not have to do anything to prove you trust me.”

6. Acceptable responses: “Are you comfortable with this?” “Would you like to continue?” “Is it okay if I…?” “What is your boundary?”

7. Acceptable responses: “Did the person agree to this exact message, image or video being shared?” “Who else might see it?” “Could sharing it embarrass or harm someone?” “Can I check with the person first?”

8. Acceptable responses: A trusted friend or adult, parent or caregiver, school counsellor, dean, teacher, health professional, Youthline, or another appropriate support service. Students should be encouraged to seek immediate adult help if someone is in danger.

9. Acceptable responses: Responses may include listening, honesty, kindness, privacy, equal decision-making, respecting boundaries, accepting “no”, checking in, and supporting each person’s choices.