talking by using words that come out of your mouth, like saying 'hello' or asking 'how are you?'

talking without using words, like waving hello, pointing at things or making faces

using our faces and bodies to show how we feel or think

Understanding my boundaries

RSHE (PSHE)

Why saying 'no' is important

This unit helps pupils understand personal boundaries. Pupils learn how to say ‘no’ confidently, recognise when others’ boundaries should be respected, and know what to do if those boundaries are ignored or crossed.

Power in relationships: What are my boundaries?

Depiction of scary, confusing or unsettling events or characters placed in danger, including creation of a scary atmosphere through the use of music and sound.

Depiction or discussion of upsetting content

talking by using words from your mouth, like saying 'hello'

talking without using words, like waving hello or pointing at things

liking a photo that someone else has posted online

Which example shows someone giving consent verbally?

{{}} is an important part of understanding consent.

by listening when they say 'no' or 'stop'

by pressuring them to do things they don't want to do

How can we keep the power balanced between two people?

It's ok to change your mind after you’ve given consent.

It's not ok to change your mind after you've given consent.

Consent can be given verbally and non-verbally.

feeling anxious, worried or unable to relax

treating others kindly, valuing their feelings, ideas and boundaries

It’s ok to want {{}} things to our friends and the people around us.

"No! That’s stupid. Why would you ask that?"

"I won’t do that. How about this instead?"

"Stop telling me what to do! You're so bossy."

Which example shows saying 'no' firmly with respect?

Who can support us to say 'no' to others?

Understanding my boundaries

Lesson outcome

Content guidance