My Choices, My Voice

Overview

In lesson 6 of the “What Makes Me, Me?” unit, pupils explore how personal values, preferences and identity shape their choices. They practise expressing boundaries and opinions safely, disagreeing respectfully, supporting someone who is mocked or excluded, and seeking help from a trusted adult.

Learning intentions

Students will:

• understand that each person has the right to express their individuality safely
• recognise that personal boundaries, preferences and values may differ
• use assertive “I” statements to communicate feelings, choices and boundaries
• practise respectful disagreement and identify when to seek help
• consider safe ways to respond when someone is mocked or excluded

Success criteria

• I can explain that my body, choices and identity belong to me.
• I can use an “I” statement to express a feeling, preference or boundary.
• I can disagree respectfully without insulting or excluding someone.
• I can name trusted adults and explain when I should ask for help.

Curriculum links

• Relationships education: Being Safe — each person’s body belongs to them and pupils distinguish appropriate from inappropriate or unsafe contact.
• Primary health and wellbeing: Developing bodies — pupils understand that body privacy and personal boundaries can be expressed.
• Primary health and wellbeing: General wellbeing — pupils use varied vocabulary to recognise and discuss feelings.
• Sex Education (Primary) — pupils develop age-appropriate understanding of the body, growing up and personal boundaries.

Lesson structure (45 minutes)

1. 0–5 min · Safe start and hook. Teacher displays the question “Who gets to decide what makes you, you?” using the opening question slide, reminds pupils that nobody has to share personal experiences, and revisits class expectations: listen, do not name classmates, use respectful language, and speak to an adult if something feels unsafe. Students think independently, then share a general example of a preference, value or interest.

2. 5–12 min · Direct teach: choices and boundaries. Teacher uses the choices and boundaries slides to clarify that individuality can include interests, culture, beliefs, appearance, friendships and ways of expressing feelings; explain that people may make different choices; and distinguish an opinion from a boundary. Model the structure: “I feel ___ when ___, and I would like ___” and explain that assertive communication is clear, calm and respectful, rather than aggressive or passive. Students identify which parts of two model statements communicate a feeling, situation and request.

3. 12–20 min · Guided practice. Teacher models respectful disagreement with a volunteer or scripted example, such as “I prefer working quietly” and “I prefer talking through ideas”, then introduces the sentence stems on the communication sentence-stems slide. Distribute the choices and communication worksheet. Students complete short examples, changing unhelpful responses into “I” statements, such as “You’re annoying” into “I find it hard to concentrate when there is lots of noise; could we work more quietly?”

4. 20–33 min · Scenario role-play. Teacher displays the scenario and role-play instructions and places pupils in groups of three: speaker, listener and observer. Give each group a scenario from the worksheet, for example: a pupil is pressured to join an activity; someone’s clothing, accent, family or interest is mocked; a group excludes someone because they are “different”; or a friend continues a physical joke after being asked to stop. Students rehearse a safe response using this sequence: name the problem calmly, use an “I” statement or say “That is not okay”, move away or include the person where safe, and tell a trusted adult. Observers note one respectful phrase and one safe action. Emphasise that pupils should not confront someone if doing so could put them at risk.

5. 33–40 min · Debrief and help-seeking. Teacher leads discussion with the support and reflection slides: “Which responses protect dignity?”, “What might make it difficult to speak up?”, and “When is adult help needed immediately?” Establish that pupils should tell a trusted adult when behaviour is repeated, threatening, unsafe, involves unwanted contact, or cannot be resolved safely. Students identify at least two trusted adults in or outside school and complete the final reflection questions on the worksheet. Do not require pupils to disclose who these adults are publicly.

6. 40–45 min · Exit check. Teacher returns to the plenary slide and asks pupils to complete an individual exit response: write one “I” statement, one respectful disagreement phrase, and one situation in which they would seek adult help. Students hand in the worksheet or show responses privately, and the teacher checks understanding before the next lesson.

Resources

• the “My Choices, My Voice” slide deck
• the choices and communication worksheet
• Scenario prompts included on the worksheet
• Whiteboard and pens
• Individual paper for the exit response
• A visible list of school safeguarding and pastoral support routes
• Timer
• Tissues and a calm space available if a pupil becomes upset

Assessment

• During direct teaching, check whether pupils can distinguish a preference, feeling, opinion and boundary.
• During role-play, listen for clear “I” statements, respectful disagreement and safe help-seeking; use observer comments to identify misconceptions.
• Review exit responses for accurate communication and recognition of when adult support is needed. Follow the school’s safeguarding procedures if a pupil discloses harm, unsafe contact, bullying or exclusion.

Differentiation

• Provide sentence stems, word banks for feelings, and completed examples for pupils who need support: “I feel…”, “I would like…”, “I disagree because…”, and “I need help because…”.
• Allow pupils to rehearse privately, write instead of speak, or use a pre-written scenario; do not ask pupils to role-play personal experiences.
• Use mixed-attainment groups with clearly assigned roles. Pair EAL pupils with supportive peers and explain “boundary”, “assertive”, “mocked” and “excluded” with simple examples.
• Challenge pupils to adapt one response for three contexts: speaking to a peer, speaking to a group, and reporting the concern to a trusted adult. Remind pupils that supporting someone does not mean taking personal risks.