Family Feelings Focus

Lesson Overview

WALT (We Are Learning To):
Understand how emotions influence decision making in family situations.

Success Criteria:

• I can identify emotions in family contexts.
• I can explain how family relationships affect decisions.
• I can suggest respectful responses to family scenarios.

Assessment:
Role-play family scenarios demonstrating understanding of emotions and respectful responses.

Differentiation:

• For students needing support: Simplified family role-play cards with clear emotional cues and simple language.
• For advanced learners: Write a letter to a family member explaining emotions and respectful communication strategies.
• Dyslexia-friendly strategies: Use simplified, clear language; provide visual cues and emotion charts; allow oral responses if needed.

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Curriculum Link

Western Australian Curriculum: Health and Physical Education
Content Description:

• AC9HP6P04: Describe and demonstrate how respect and empathy can be expressed to positively influence relationships【2:AC9HP6P04.md】.
• Emphasis on exploring how emotions affect decision making and understanding roles and responsibilities within family relationships, consistent with Year 6 learning.

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Lesson Duration: 60 Minutes

Class size: 30 students

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Lesson Breakdown

1. Introduction & Context Setting (10 minutes)

• Greet students and introduce the lesson focus: Understanding how emotions affect decisions in family life.
• Recap the unit briefly (Lessons 1-5) on consent and emotions to set context.
• Present WALT and Success Criteria clearly using visual aid.
• Brainstorm as a class: What kinds of emotions do we feel in families? (e.g., happy, annoyed, worried, excited).
• Display an emotions chart with visual faces to support all learners, including those with dyslexia.

Teacher explicit modelling: Briefly share an example story where a family member feels worried and explain how it might affect a decision.

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2. Exploring Emotions in Family Scenarios (15 minutes)

• Split class into small groups of 5 students.
• Give each group a family role-play card that describes a family situation involving emotions and decisions (e.g., deciding bedtime, sharing chores, choosing how to resolve conflict). Cards to be in simplified language with visual cues for dyslexia support.
• Teacher reads aloud one example scenario to model.
• In groups, students discuss:
  • What emotions do family members feel?
  • How might these emotions influence the decisions they make?
  • What would be a respectful way to respond?
• Teacher circulates to support groups and scaffold discussions for students needing extra help, prompting with questions like “How do you think this person feels?” or “What could they do to show respect?”

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3. Role-Play Activity (20 minutes)

• Each group presents their scenario role-play to the class.
• Students act out the role-play, showing identified emotions and respectful decision-making.
• Emphasise respectful communication and empathy in responses.
• After each presentation, facilitate a brief class reflection:
  • What emotions were shown?
  • How did emotions affect choices?
  • Were responses respectful?

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4. Reflection and Extension (10 minutes)

• Provide advanced learners with a writing prompt:
  “Write a letter to a family member explaining how emotions might affect decisions and suggest ways to respond respectfully.”
• Offer dyslexia-friendly writing templates or oral recording option for others.
• Students begin writing or recording letters in class; those who finish early can add drawings showing emotions.

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5. Lesson Closure (5 minutes)

• Review the WALT and success criteria.
• Invite a few students to share their letters or thoughts about what they learned about emotions in families.
• Summarise key points: Emotions influence decisions, respect and empathy help families work through challenges.
• Provide positive encouragement and remind them about the next lesson focus.

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Additional Differentiation Strategies

• Use emotion cards (happy, sad, angry, worried) to support nonverbal expression for AHD learners or EAL (English as an Additional Language) students.
• For the Aboriginal and Torres Strait Islander student(s), encourage connections to the value of family and respect in their culture as relevant, possibly including kinship terms or community roles with guidance from cultural safety practices.
• Provide quiet spaces for learners who need it during group work or reflection times.
• Use clear, simple, and familiar vocabulary consistently to support low-literacy learners.

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Resources Needed

• Family scenario role-play cards (simplified and dyslexia-friendly)
• Emotions chart with visuals
• Writing templates for letter writing (including sentence starters)
• Whiteboard or digital display for WALT/success criteria
• Space for small group role-play

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This lesson explicitly models respectful communication and emotional awareness in family contexts, aligned with the Western Australian Health curriculum expectations for Year 6 health education, focusing on empathy and respectful relationships as detailed in AC9HP6P04【2:AC9HP6P04.md】. It integrates horticultural differentiation and inclusive practices fitting your Christian school setting and diverse student needs, including AHD, ESL, and dyslexic learners. This balance of discussion, role-play and writing engages multiple learning styles and supports explicit teaching goals.