Format · Full interactive lesson
C1
Choice, Consent and Coercion
You will learn to
- Distinguish consent from compliance.
- Explain how consequences of refusal affect whether consent is free.
- Apply the concept to a new scenario.
Book and story connection
A book-linked situation introduces a yes that needs context; the assessment uses an unfamiliar case.
Important: fiction creates safe distance and insight. It is not evidence of prevalence.
Teacher View · unique guidance for C1
Audience, time and preparation
Prepare
Audience: Core, ages 13–15. Learner time 50–60 minutes; facilitated time may include discussion and pauses.
Prior learning: Foundation choice, evidence and safer-help principles.
Resources: This online lesson, a projector or individual device, optional printed scenario cards, a private question route and the current Help page. Every selection activity has a non-drag alternative.
Before you teach: Establish a no-disclosure climate, confirm the school safeguarding route and DSL readiness, explain confidentiality boundaries, and ensure nobody contacts or mediates with family where forced-marriage risk is suspected.
Teach
Purpose: Build a precise distinction between consent and compliance.
Opening baseline: What makes consent free?
Ask: What happens if each person refuses?
Listen for: Consequences, dependence, fear, isolation, control and continuing consent.
Four distinct activities: baseline, explanatory teaching, application practice, changed-information reassessment and novel transfer.
Respond
Misconception: A yes always settles consent, or only violence counts.
Explanatory correction: Compare the realistic consequences of refusal and the person’s ability to change their mind.
Protect
Safeguarding: Keep all relationship analysis fictional.
Avoid: Personal disclosure or universal checklists.
Disclosure response: Thank you for telling me. I’m going to take what you’ve said seriously. I can’t promise secrecy if somebody may be unsafe. I will share only with people who need to help keep you safe.
Adapt & assess
SEND/EAL and reduced-text: Use a labelled continuum with buttons and short definitions; permit spoken reasoning.
Stretch: Ask for counter-evidence and a fact that would change the judgement.
Evidence of learning: Secure learners apply the consent test; Deep learners revise proportionately when power changes.
Assessment: Emerging identifies relevant ideas; Secure applies evidence and safer help with a reason; Deep acknowledges ambiguity and revises proportionately.