Communication Skills

Year Level

Years 3 and 4

Duration

60 minutes

Class Size

25 students

---

Unit Context

Unit 2 of 10 in the unit "Understanding Relationships"

Lesson Title

Communication Skills for Respectful Relationships

Lesson Description

In this lesson, students will explore both verbal and non-verbal communication through interactive demonstrations. They will practise communication strategies including active listening, using 'I' statements, and respectful body language through structured role-play activities. The lesson concludes with a reflection where students identify one communication skill to strengthen and practise it with a partner.

---

Curriculum Alignment

NSW Health and Physical Education Curriculum (Years 3 and 4)

Learning Outcomes:

• Students apply skills and strategies to interact respectfully with others.
• Identify influences that strengthen identities.
• Describe strategies to manage emotions, changes, and transitions.
• Interpret health information to apply strategies to enhance their own and others’ health, safety, relationships, and wellbeing.

Content Description:

• Verbal and non-verbal communication skills to develop respectful relationships.
• Strategies such as active listening, expressing feelings through ‘I’ statements.
• Respectful body language and understanding social cues.
• Practice interpersonal skills through role-plays and reflective activities.

This lesson specifically supports achievement of these elements of the NSW Curriculum’s Health and Physical Education learning area for Years 3-4.

---

Learning Objectives

By the end of this lesson, students will be able to:

1. Describe differences between verbal and non-verbal communication.
2. Demonstrate active listening skills in partner interactions.
3. Use ‘I’ statements to express feelings or needs respectfully.
4. Identify examples of respectful body language.
5. Reflect on and commit to practising one communication skill to improve respectful relationships.

---

Resources Needed

• Chart paper or whiteboard and markers
• Printed communication scenario cards for role-plays
• Space for pairs/small groups to practise role-plays
• Reflection journals or paper for individual notes
• Visual aids illustrating ‘I’ statements and body language cues

---

Lesson Structure

1. Introduction and Launch (10 minutes)

• Engage students with discussion:

  • Teacher asks, "What is communication?" and "How do we communicate without words?"
  • Students share ideas aloud; teacher records key points on chart paper or whiteboard.

• Demonstration of communication types:

  • Teacher shows examples of non-verbal communication using facial expressions and gestures.
  • Teacher then models verbal communication by speaking simple messages.
  • Materials needed: visual aids illustrating facial expressions and gestures.

• Interactive activity:

  • Students pair up and receive scenario cards (from printed communication scenario cards).
  • Each pair practices communicating simple emotions or messages non-verbally using gestures and facial expressions.
  • Teacher circulates, prompts pairs with questions like "How are you showing this feeling without words?" and provides feedback.

• Additional detailed activity:

  • Conduct a "Communication Charades" game where students act out different feelings or messages silently while others guess.
  • Discuss how body language and facial expressions can change the meaning of a message.

• Wrap-up:

  • Teacher invites a few pairs to demonstrate their non-verbal communication to the class.
  • Class discusses how non-verbal cues can help us understand each other.

Materials needed: chart paper or whiteboard and markers, printed communication scenario cards, visual aids illustrating facial expressions and gestures.

2. Teaching and Modelling Communication Strategies (15 minutes)

• Explain Active Listening: What it looks like (eye contact, nodding, not interrupting).
• Model ‘I’ Statements: Provide examples such as:
  • "I feel upset when you interrupt me because I want to finish my thought."
  • "I feel happy when you listen to me because it shows you care."
  • "I feel frustrated when plans change suddenly because I like to be prepared."
  • "I feel excited when we work together because teamwork is fun."
  • Explain why these statements are respectful and focus on feelings rather than blaming.
• Discuss Respectful Body Language: Open posture, facing the speaker, appropriate space.
• Use visual charts or cards to support understanding.
• Invite a few volunteer students to demonstrate the differences between respectful and disrespectful communication.

3. Structured Practice and Role-Plays (20 minutes)

• Divide the class into pairs or small groups.
• Provide each group with scenario cards depicting common situations (e.g. a friend interrupts, someone is feeling left out).
• Students role-play the scenario twice:
• First, using poor communication skills
• Then, practising active listening, ‘I’ statements, and respectful body language.
• Teacher circulates, providing guidance and positive feedback.

4. Reflection and Partner Practice (10 minutes)

• Class discussion: What communication skill did you find easiest? Which do you want to get better at?
• Students write or draw in their reflection journals one communication skill they want to strengthen.
• Pair-share: Students practise the skill they chose with a partner, receiving encouraging feedback.
• Conclude with a group affirmation about how good communication helps respectful relationships.

---

Differentiation Strategies

• Support for diverse learners: Provide sentence starters for ‘I’ statements and key phrase prompts.
• Use visual and kinesthetic aids to reinforce concepts.
• Gifted students can be challenged to create their own role-play scenarios that demonstrate communication skills.

---

Assessment

Formative assessment is ongoing via observation during discussions, demonstrations, and role-plays. Evidence includes:

• Student participation in non-verbal and verbal communication activities.
• Ability to use active listening and ‘I’ statements during role-plays.
• Reflection entries showing awareness of communication skills and personal goals.

---

Links to Future Lessons

This lesson builds foundational communication skills critical for developing respectful relationships, preparing students for future lessons on managing conflict, empathy, and seeking help.

---

This detailed plan aligns specifically with the NSW Year 3-4 Health and Physical Education curriculum for respectful relationship development, supporting students to practise key communication competencies step by step through interactive and reflective learning experiences.