Upper Key Stage Two
Pupils should know
- how to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed.
Pupils should know
- practical steps they can take in a range of different contexts to improve or support respectful relationships.
- the conventions of courtesy and manners.
- the importance of permission-seeking and giving in relationships with friends, peers and adults.
Pupils should know
- what sorts of boundaries are appropriate in friendships with peers and others (including in a digital context).
- that each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact
Download Lesson Plan, Lesson Guidance and Resources:
Content on this page is available for any schools to use with kind permission of the Gloucestershire Healthy Living and Learning Team and the Office of the Police and Crime Commissioner (OPCC) and cannot be used for commercial gain.
This page shows the GHLL RSHE Upper Key Stage 2 Understanding Consent lesson plan. You can download the lesson plan and resources from the links in the blue box.
To understand what is meant by consent
To understand the importance of gaining, as well as giving, consent, and that it can be withdrawn at any time
I know that consent is about agreeing to let something happen
I know that consent must be gained; it should not be assumed in the absence of “No”
I understand that we all have the right to change our minds regarding consent
Write the word consent on the board and ask the children: What do you understand by consent? Record the children’s responses, to return to at the end of the session.
Play the Aardman animation on Consent and afterwards identify the key points of the film:
- Consent is about agreeing to let something happen
- If consent isn’t given, then that thing should not happen
- Any person who has given consent always has the right to change their mind
- It is as important to understand about gaining consent as about giving consent
Working in groups of three or four, ask the children to look through the set of scenarios. Decide if the scenario is one where:
- Consent is not wanting to be given
- Consent is wanting to be gained
- Consent has been given but the person has had a change of mind and wishes to withdraw their consent
Within their groups, encourage the children to discuss why they allocated the number they did to each scenario.
Bringing the children back together in a circle they can feedback their answers, addressing the key points raised in their group discussions. The children can share their thoughts about the scenarios. Discuss the importance of the language used around giving and gaining consent, and elicit/suggest sentence stems which they can use to seek consent, e.g. Is it okay to…? Would you mind if I…? Are you happy if we…? etc.
Remind the children that consent should not be assumed; the absence of ‘no’ does not mean ‘yes’. No means no, but equally only yes means yes. Furthermore, if “Yes” is spoken, but body language, voice, etc imply the person consenting is not feeling sure, then we should stop and think. Is the person feeling obliged/manipulated/coerced/pressured to consent? And finally, always remember that if a person has consented once, they may not choose to forever; everyone has the right to change their mind.
As the circle time is brought to a close, remind the children of what they can do if they feel uncomfortable about how they are being treated. If they need support, they can go to their trusted adult at home or in school, or call/text a helpline such as Childline. It is essential they understand that they need to keep asking until they are heard.
1. Role Play: In pairs, children can role play scenarios, using language to practise being assertive in denying, or withdrawing, consent. Give children a dilemma and, in pairs, they can role play the situation, e.g: a) Partner A agrees to lend partner B their iPad. Partner B begins to look through the photos and tease partner A about what they see. They then start messaging contacts on a social media platform as if they are partner A. Partner A feels very uncomfortable and wants to withdraw consent.
b) Partner A’s dad gives sports massages at the gym he works at. Partner A wants to have a go at massaging partner B. Partner B doesn’t want them to.
b) Partner A had a sleepover at partner B’s house on Saturday night. They took lots of photographs together. When partner A arrived at school on Monday, they realised some of the photos had been shared with other people in their class, including one with their teddy. Some classmates were laughing and calling them a baby.
2. Personal Space Activity: Ask the children to get into pairs and decide on a partner A and a partner B. Partners A and B stand in two parallel lines, opposite each other, two or three metres apart. When they are ready to start, partner A will ask partner B if they can take a step closer to them. To begin with, partner B will give consent by replying “Yes”. Partner A then asks again before taking another small step. This continues until partner B feels uncomfortable about their partner coming any closer; once they do, they can reply “Please stop”. At this point, partner A has reached the boundary of partner B’s personal space; partner A must respectfully stop.
Once everyone in the class has said stop, the children can look at where they are all standing. Ask
Why is it important to stop when you are asked? Your idea of personal space may be different to someone else’s. We all need to respect each other’s personal space.
Why do you think some partners are closer than others? Their relationships are different; personal boundaries between friends are generally smaller than those between people who we don’t know as well. Personal boundaries between family members are often even smaller
3. Learning Key Phrases: Together, the class can compose a list of key phrases to use if they don’t want to give consent or want to withdraw consent:
- Please stop
- I don’t like what you are doing
- I don’t like what we are doing
- I have changed my mind
- I don’t feel comfortable, etc
Replay the Aardman animation on Consent and reflect on the key question, shared at the beginning of the session: What do you understand by consent?
What more do the children now understand about consent?
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