Communication Skills Empowerment

Year Level

Year 2-3

Duration

45 minutes

Class Size

19 students

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Unit Context

Unit Title: Positive Interactions and Safety
Lesson 2 of 6: The Power of Communication
Focus: Developing effective communication skills through active listening and assertive communication to foster positive peer interactions.

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Queensland Curriculum Alignment

Strand: Personal, Social and Community Health (Health and Physical Education)
Years: 2-3
Content Descriptions:

• AC9HP2P05: Identify and demonstrate protective behaviours and help-seeking strategies (includes understanding responses to different social situations and communication)
• AC9HP2P04: Practise strategies to seek, give or deny permission respectfully (focuses on assertive communication and respectful interaction)
• AC9HP2P06: Investigate health messages and practices in the community to discuss purpose (including communication of emotions and needs)

General Capabilities:

• Personal and Social Capability: Communicating effectively through active listening, assertive communication, turn-taking, and understanding non-verbal cues.

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Learning Objectives

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

1. Demonstrate active listening skills by using eye contact, nodding, and providing feedback during conversations.
2. Use assertive communication to express feelings, needs, and ideas respectfully and clearly.
3. Participate in group activities demonstrating positive interactions through communication.
4. Recognise the importance of respectful communication for building positive relationships and safety.

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Resources

• Printed communication scenario cards (simple role-play prompts)
• Whiteboard and markers
• Visual chart of active listening skills
• "Feelings" emotion cards with faces and words
• Space for group activities

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Lesson Plan Outline

1. Warm-Up Activity (5 minutes)

Activity: “Communication Charades”

• Students take turns acting out feelings or simple communication gestures (e.g., waving hello, showing listening) without words.
• Class guesses what is being communicated.
• Emphasise the role of body language and facial expressions in communication.

2. Introduction to Communication Skills (10 minutes)

Teacher Explanation:

• Introduce the concept of communication as sharing ideas, feelings, and information.
• Explain active listening: looking at the speaker, nodding, and waiting for their turn. Use a visual chart to highlight key active listening behaviours.
• Explain assertive communication: using words to say what you feel or need clearly and respectfully, e.g., "I feel upset when…", "Please stop when…".

Interactive Pause:

• Model a short conversation demonstrating both active listening and assertive communication.

3. Group Activity - Role-Play Practice (20 minutes)

Setup:

• Divide the class into groups of 3-4 students (5 groups).

Instructions:

• Each group receives a scenario card such as:
  • Asking a friend to share a toy.
  • Saying "no" when feeling uncomfortable.
  • Asking for help from a teacher.
  • Showing appreciation to a friend.
  • Listening when someone is speaking.

Task:

• Students role-play their scenario, practising active listening and assertive communication.
• Teachers and peers provide positive feedback focusing on specific communication behaviours (e.g., eye contact, polite sentences).

Rotation:

• If time permits, have groups swap cards and repeat with new scenarios.

4. Reflection and Discussion (7 minutes)

Whole-Class Discussion:

• What was easy or hard about using active listening?
• How did it feel to express yourself assertively?
• Why is it important to listen and speak respectfully with friends?

Teacher Notes:

• Reinforce that communication helps us build positive, safe relationships.
• Highlight that sometimes we need to be brave to speak up but can do so kindly and clearly.

5. Conclusion and Exit Task (3 minutes)

Exit Task:

• On a small slip of paper, students write or draw one way they will use good communication today (e.g., "I will listen when my friend talks", "I will say please when I want something").

Collection:

• Collect slips for review to inform future lessons or provide individual feedback.

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Assessment

• Observation: Teacher notes on student participation in role-play and ability to demonstrate active listening and assertive communication.
• Exit Task: Informal assessment of student understanding through their written/drawn communication commitment.
• Peer Feedback: Encouraging students to give positive feedback on communication during group activities.

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Differentiation

• Support:
  • Pair students needing support with a buddy for role-play.
  • Provide simplified scenario cards or visual prompts.
• Extension:
  • Challenge confident students to include more detailed feelings and problem-solving language.
  • Encourage using "I" statements in assertive communication.

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Teacher Tips

• Use enthusiastic modelling to engage students.
• Reinforce communication skills throughout daily classroom routines.
• Connect this lesson to previous and upcoming lessons in the unit to build progressive skills.
• Encourage use of non-verbal communication such as gestures and facial expressions aligned with Queensland Curriculum references.

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This lesson plan directly aligns with the Queensland Health and Physical Education curriculum for Year 2-3, focusing on personal and social capability development via communication strategies, ensuring a supportive and safe classroom communication environment【6:AC9HP2P04.md】【12:AC9HP2P05.md】【6:AC9HP2P06.md】.