Consent basics

Overview

In this lesson, students build understanding of what consent means and why it matters in relationships and everyday situations. They practise spotting when consent is needed using video scenarios and role-play charades.

Learning intentions

• Students will be able to define consent and explain why it is important.
• Students will be able to recognise situations where consent is required in everyday interactions and relationships.
• Students will be able to identify clear “yes” responses and respect “no” or lack of response.

Success criteria

• I can define consent in my own words.
• I can explain why consent is important for safety and respect.
• I can say what “consent required” looks like in different scenarios.
• I can practise respectful responses during role-play.

Curriculum links

• Relationships education: recognising respectful relationships and understanding consent.
• Sex and relationships education: understanding consent, boundaries, and pressures that can affect choices.
• Safeguarding and wellbeing: knowing how to get help and where to find support if something goes wrong.
• PSHE focus on personal safety: recognising risky situations and making safer decisions.

Lesson structure (60 minutes)

1. 0–5 mins: Starter—Establish expectations

• Set the tone for respectful discussion and remind students that everyone can choose not to share personal experiences. Introduce the lesson focus: consent in everyday interactions and relationships.

2. 5–15 mins: Video scenarios—First meanings of consent

• Students watch two short scenarios (e.g., asking to hug, borrowing a phone, physical contact while playing, someone changing their mind).
• After each, pause for quick whole-class responses: “Did the person have consent? How can you tell?”
• Teacher models key ideas: consent should be freely given, clearly communicated, and can be withdrawn.

3. 15–25 mins: Mini-teach—What consent is (and isn’t)

• Use examples to contrast: consent vs. assumption, consent vs. pressure, consent vs. silence.
• Emphasise age-appropriate language: consent applies to physical contact and other boundaries (e.g., sharing personal information, taking photos, touching belongings).
• Highlight that consent is about the other person’s choice, not the asker’s intention.

4. 25–35 mins: Consent continuum activity—“Do we need to ask?”

• Teacher displays a list of quick statements; students hold up fingers (or use agreed hand signals) to show: “Consent required / Consent may be required / Not typically needed.”
• Examples: “Can I sit next to you?”, “Can I take your pen?”, “Can I post a photo?”, “Can I hold your arm to stop you?”, “Can we hold hands?”
• Briefly discuss reasons: learners articulate boundaries respectfully and safely.

5. 35–50 mins: Consent charades—Role-play practice

• In groups of 3–5, students create short charade role-plays (no props needed) where one person asks, the other responds, and the group demonstrates respectful boundary-setting.
• Include at least one twist: the “other person” says no, hesitates, or changes their mind.
• Teacher circulates, prompts respectful language, and reinforces: if there is a “no” or uncertainty, stop and check.

6. 50–57 mins: Share and debrief—What did we notice?

• Groups perform two charades to the class.
• Class discusses: What made the consent clear? How did the other person show respect? How did the first person respond when consent wasn’t given?

7. 57–60 mins: Exit quiz—Quick assessment

• Students complete a short quiz (paper or digital) with 8–10 questions including:
• defining consent
• selecting which scenario requires consent
• identifying the best response when someone says no or looks uncomfortable.

Resources

• Teacher slides or printed scenario prompts
• Consent video clips (age-appropriate, no graphic content)
• Scenario cards for the “Consent continuum” activity
• Group charade instruction sheet (role, setting, requirement to include a boundary change)
• Exit quiz sheet or quiz form
• Classroom agreement for respectful discussion and “opt out” for personal sharing
• Timer
• Simple behaviour management routine for group performances
• Optional anonymous question box (for help/support signposting)

Assessment

• Formative: class discussion answers during video pauses and the consent continuum reasoning (“How can you tell?”).
• Formative: teacher observation of role-play for clear consent language and respectful responses to “no”.
• Summative: exit quiz on consent definitions and situations requiring consent.

Differentiation

• Support: provide sentence starters (e.g., “Consent means…”, “We should ask because…”, “If someone says no, we…”).
• Support: offer a reduced scenario set for charades or assign simpler roles (ask/respond) with clear prompts.
• Extension: ask students to add a “what should you do next?” step (e.g., how to check understanding, how to repair after a mistake, where to seek help).
• EAL/SEN: use visual cues (traffic-light consent signals), pre-teach key phrases like “clearly communicated,” “freely given,” and “withdrawn,” and allow extra processing time.