Unit Context

This lesson is Lesson 2 of 3 in the unit "Building Inclusive Communities". It focuses on understanding empathy and respect as foundational to building inclusive and connected communities. Through role play and discussions, Year 5 students will actively practise empathy and respect to strengthen their sense of connection and responsibility toward others.

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Curriculum Alignment

Victorian Curriculum: Health and Physical Education (Personal and Social Capability)

VC-HPE-ACPPS055
Describe and demonstrate how respect and empathy can be expressed to positively influence relationships

Capability Focus

Personal and Social Capability – Social Awareness

• Recognise emotions in themselves and others
• Empathise with others' perspectives and feelings
• Demonstrate respect for diverse perspectives, cultures, and identities

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Learning Objectives

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

1. Define empathy and respect and explain why they matter in inclusive communities.
2. Demonstrate empathy by imagining others’ feelings in various situations.
3. Show respectful behaviour and language when interacting with peers.
4. Reflect on how empathy and respect strengthen community connections.

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Resources Needed

• Role-play scenario cards depicting diverse social situations
• Large whiteboard or chart paper for group brainstorming
• Empathy vs Respect anchor chart (definitions and examples)
• Reflection worksheets (simple prompts)
• Timer or clock for activity management

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Lesson Duration: 60 minutes

Class size: 25 students (Year 5)

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Lesson Structure

1. Introduction and Warm-Up (10 minutes)

• Engage: Open with a brief class discussion asking:
  “What does empathy mean? How does it feel to be respected by others?”
• Define: Present clear student-friendly definitions on the board:
  • Empathy: Putting yourself in someone else’s shoes to understand how they feel.
  • Respect: Treating others with kindness and valuing their feelings and ideas.
• Link to Inclusion: Explain briefly how empathy and respect help build communities where everyone feels they belong.

Victorian Curriculum link: Focus on recognising and describing respectful behaviours and emotional understanding

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2. Guided Group Activity – Role-Playing Empathy and Respect (25 minutes)

• Setup: Divide students into small groups of 4-5.
• Instructions: Each group receives a scenario card designed around everyday school or community situations (e.g., welcoming a new student, resolving a disagreement, responding to someone feeling left out).
• Role-Play: Each group plans and acts out their scenario, focusing on displaying empathy and respectful behaviours.
• Teacher Role: Circulate to support, ask guiding questions (e.g., “How might that person feel?” “What respectful words could you use?”).
• Sharing: After each role-play, groups briefly explain the empathetic and respectful actions demonstrated.

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3. Whole-Class Reflection and Discussion (15 minutes)

• Using chart paper or board, document students’ ideas about how empathy and respect change how people feel and behave in communities.
• Prompt questions for discussion:
  • “Why is it important to understand how others feel?”
  • “How does respect help us get along with others who are different from us?”
  • “What can we do if we see someone being treated unfairly?”
• Emphasise the link between empathy, respect, and inclusive communities.

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4. Individual Reflection and Closure (10 minutes)

• Worksheet: Students complete a simple reflection worksheet with prompts such as:
  • “What is one way you can show empathy to someone this week?”
  • “Why is respect important when we work with others?”
• Sharing: Invite a few volunteers to share their reflections.
• Summary: Reinforce that empathy and respect are skills we practise every day to build a caring community.

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Assessment

Formative assessment through:

• Observation of student engagement and ability to demonstrate empathy and respect in role plays.
• Contributions to class discussion reflecting understanding of inclusivity concepts.
• Individual reflection worksheet responses indicating personal connections to empathy and respect.

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Teacher Tips

• Use real-life relatable scenarios that reflect students’ school and social experiences to deepen engagement.
• Model empathetic listening and respectful language yourself throughout the lesson.
• Include examples of respectful behaviours towards diversity (culture, ability, interests).
• Link language used in lessons to Victorian Curriculum Personal and Social Capability vocabulary to build literacy in social-emotional learning.

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By embedding this lesson within the Victorian Curriculum’s Personal and Social Capability strand, students develop vital social skills contributing to their wellbeing and active, inclusive citizenship.

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References

Victorian Curriculum Health and Physical Education - Years 5-6

• AC9HP6P04: Describe and demonstrate how respect and empathy can be expressed to positively influence relationships