Understanding Dating

Overview

Age group: 11–12 years (Year 7)
Class size: 8 students
Duration: 45 minutes
Unit: Understanding Relationships and Families (Lesson 7 of 8)
Subject: PSHE (Personal, Social, Health and Economic Education)

---

Learning Objectives

By the end of the lesson, pupils will be able to:

• Define what dating means in a simple, age-appropriate way.
• Recognise the importance of mutual respect and consent in any relationship.
• Identify ways to show respect and ensure consent when interacting with others.
• Reflect on how friendships and early relationships can be positive and kind.

---

Curriculum Links

• PSHE Association Programme of Study (Key Stage 3):
  • Relationships strand – focusing on respecting others, understanding consent, and managing relationships positively.
• Relationships Education Statutory Guidance (England, 2020):
  • Recognising healthy relationships and the importance of consent.
• Keeping Children Safe in Education (KCSIE, 2023):
  • Promoting safe and respectful interactions among young people.

---

Resources

• Story cards based on relatable fictional characters and scenarios (2 per group)
• A large flip chart or whiteboard with marker pens
• Respect and Consent scenario role cards
• “Agree/Disagree” signs (small hand-held)
• Reflection journal or worksheet for each pupil

---

Lesson Structure

Introduction (5 minutes)

1. Warm-up discussion:
   • Ask students, “What do you think dating means?”
   • Record simple definitions and thoughts on the board, gently correcting misconceptions.
   • Emphasise: Dating is a way people start to explore feelings and friendships that are special.

Activity 1: Storytelling & Discussion (15 minutes)

Purpose: Promote understanding of mutual respect and consent.

• Divide class into pairs. Give each pair a story card describing a short scenario about two young people exploring their feelings.
• Pairs read and discuss within themselves. Each story includes examples of respectful behaviour or lack thereof.
• Regroup, invite pairs to share:
  • Was respect shown? How?
  • Was consent asked for and given?
  • What might have been done better?
• Teacher highlights key vocabulary: respect, consent, listening, personal boundaries.

Activity 2: Role Play – Saying “Yes” and “No” (15 minutes)

• In pairs, students use role cards to act out simple situations where one person asks to spend time together (e.g., asking to hold hands, or inviting to a school event).
• Students practise saying “yes” enthusiastically, “no” kindly, and also asking clearly for consent.
• Reflect together on how it feels to ask and to say no.
• Emphasise the right to say no at any time and that it should always be respected.

Plenary: Reflection and Recap (10 minutes)

• Students complete a short reflection worksheet with prompts such as:
  • What is one way to show respect in a relationship?
  • Why is consent important?
  • How can you make sure someone feels comfortable?
• Invite volunteers to share their answers.
• End by affirming that dating is a natural, positive step as long as respect and consent guide it.

---

Differentiation

• Provide additional sentence starters for students who find verbal expression challenging.
• Use visual prompts and symbols (e.g., thumbs up/down) for understanding consent.
• Pair students strategically for peer support during role play.

---

Assessment and Feedback

• Monitor pair discussions and role plays to check understanding.
• Use reflection worksheets to assess individual comprehension of respect and consent.
• Provide verbal praise and gentle correction during activities to reinforce positive behaviours.

---

Extension Ideas (for homework or following lesson)

• Ask students to keep a ‘Respect Diary’ for a week, noting moments where they showed respect or asked for consent in daily life.
• Explore differences between various types of relationships (friendship, family, dating) in the final lesson of the unit.

---

Teacher Tips

• Maintain a calm, neutral tone; ensure all students feel comfortable expressing themselves.
• Reinforce that it is okay to have different feelings and views about dating.
• Use clear, age-appropriate language, avoiding topics unsuitable for this age group.
• Prepare to sensitively manage any personal disclosures, following school safeguarding policies.

---

This lesson plan creatively combines storytelling, active discussion, and role-play to engage young students in understanding respectful early relationships, aligned with UK PSHE statutory requirements and best practice.