Overview

This 45-minute lesson introduces Year 9 students to the concept of consent within relationships. Using discussion, scenario analysis, and role-play, students will explore what consent means, its importance, and how to communicate personal boundaries effectively. This lesson is aligned with the National Curriculum for England’s PSHE education statutory guidance, focusing on relationships education, health & wellbeing, and safeguarding.

National Curriculum Links

• Relationships Education (KS3) – Statutory guidance:
  • “How to recognise and manage pressure, including understanding peer influence and the impact of online actions.”
  • “The characteristics of healthy relationships, including mutual respect, trust, honesty, and consent.”
• Health and Wellbeing:
  • “How to seek help and advice about relationships and wellbeing.”
• Personal Development:
  • “Developing communication skills to articulate personal boundaries.”

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Learning Objectives

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

1. Define consent and explain why it is vital in all relationships.
2. Identify examples of consent and non-consent in everyday scenarios.
3. Communicate personal boundaries clearly and respectfully.
4. Demonstrate effective communication skills through role-play.

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Resources Needed

• Whiteboard and markers
• Printed scenario cards (6 scenarios illustrating clear/unclear consent)
• Role-play prompts
• Sticky notes and pens
• Poster materials (flipchart paper, markers)

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Lesson Structure

1. Introduction & Starter Activity (5 minutes)

• Pose the question on the board: “What does consent mean to you?”
• Students write a short definition or keywords on sticky notes and place them on the board.
• Teacher reviews a few responses verbally, then provides a clear, age-appropriate definition of consent:
  “Consent means agreeing to something freely and clearly, without pressure, and having the choice to say ‘yes’ or ‘no’.”

2. Mini-Presentation: Importance of Consent (7 minutes)

• Teacher explains:
  • Why consent is important in all relationships (friendships, family, romantic, online).
  • Emphasises mutual respect, trust, and personal boundaries.
  • Links to safeguarding and respectful behaviours in accordance with statutory guidance.
• Use a couple of simple examples to illustrate (e.g., borrowing belongings, physical contact).

3. Scenario Analysis (10 minutes)

• Divide class into 3 pairs (adjust as needed for 9 students), give each pair 2 scenario cards.
• Scenarios involve ambiguous situations requiring students to decide if consent is present or absent and why.
• Students discuss and write down their conclusions on flipping paper/poster.
• Class groups share one scenario outcome each; teacher facilitates discussion stressing communication signs and respecting ‘no’.

4. Role-Play Activity: Communicating Boundaries (15 minutes)

• Explain that expressing boundaries clearly is part of consent.
• Provide role-play prompts where one student asks for permission (e.g., borrowing an item, asking to join a group activity, physical touch), the other practices saying ‘yes’ or ‘no’ respectfully.
• Students practice in pairs, rotating roles.
• Volunteers perform role-plays to the class; teacher offers positive feedback focusing on communication skills, tone, and body language.

5. Reflection and Plenary (8 minutes)

• Group discussion:
  • What was easy or hard about saying yes or no?
  • How can we respect others’ boundaries in daily life?
• Write three key takeaways on board together — consensus-driven.
• Assign a quick exit ticket: “In one sentence, why is consent important?”

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Assessment

• Formative assessment via scenario analysis explanations and role-play demonstration of communication skills.
• Exit ticket response to assess individual understanding.

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Differentiation

• Support: Provide sentence starters or visual prompts for students who need assistance expressing ideas during role-play or scenarios.
• Challenge: Encourage more confident students to create their own consent scenarios or reflect on how consent applies online and in social media.

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Additional Resource: King's Trust Programme Questions (Rights of an Employee)

30 Multiple Choice Questions (Sample Topics)

1. What are the basic rights of an employee at work?

   • a) To be paid fairly
   • b) To be bullied by managers
   • c) To have no breaks
   • d) To be ignored

2. How can employees resolve disputes at work?

   • a) Reporting to a manager formally
   • b) Ignoring the problem
   • c) Retaliating against colleagues
   • d) Quitting immediately

(Note: Continue creating questions focused on rights, dispute resolution procedures, workplace etiquette, and legal protections.)

10 ‘Write-On’ Questions (Sample Prompts)

1. Describe three rights that every employee should have at work.
2. Explain why resolving disputes at work is important for both employees and employers.
3. Outline the steps you would take if you faced unfair treatment at work.

(Note: These open questions encourage critical thinking, personal reflection, and written communication in line with workplace rights themes covered by King's Trust.)

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This comprehensive lesson plan and additional question bank provide a rich, interactive experience on consent for Year 9 students and support the teacher’s needs for workplace rights education from King's Trust materials. The approach balances curriculum compliance with engaging, real-world learning.