Positive Communication Skills

Lesson Overview

• Year Levels: 4, 5 & 6
• Duration: 50 minutes
• Class Size: 30 students
• Unit: Respectful Interactions and Emotions (Lesson 6 of 12)
• WALT (We Are Learning To): Identify key components of positive communication.
• Success Criteria:
• Students can identify features of positive communication.
• Students confidently role-play conversations using positive language.

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Australian Curriculum Alignment

Learning Area: Health and Physical Education Relevant Content Descriptor:

• AC9HP4P04: Select, use and refine personal and social skills to establish, manage and strengthen relationships (Years 3-4)
• AC9HP6P10: Analyse how behaviours influence the health, safety, relationships and wellbeing of individuals and communities (Years 5-6)

Elaborations include:

• Predicting and reflecting on feelings in challenging situations and supporting others
• Practising and refining assertive communication techniques
• Using positive language to manage social interactions and build relationships.

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Learning Objectives

By the end of this lesson, students will:

• Understand and identify key components of positive communication such as tone, body language, active listening, and choice of words.
• Develop skills to use positive language in various social situations.
• Demonstrate positive communication through role-play.

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Lesson Structure

Time	Activity	Details	Resources/Differentiation
0-5 mins	Introduction & WALT	Briefly introduce the lesson topic and state WALT and success criteria. Ask students about communication—what it is and why positive communication matters.	Whiteboard/Smartboard for WALT display.
5-15 mins	Discussion: Components of Positive Communication	List and discuss key components: respectful tone, clear words, active listening, body language & eye contact, empathy. Use examples and non-examples.	Use visuals/icons for each component; dyslexia-friendly printouts with larger fonts.
15-25 mins	Interactive Group Brainstorm	In small groups, students brainstorm positive phrases and body language cues, using sentence stems like "I feel...", "I think that...", "Thank you for...".	Provide sentence stem handouts in larger font for dyslexia-friendly support. Use interactive whiteboard or shared digital doc for group input.
25-35 mins	Role-Play Activity	In pairs, students enact provided scripts modelling positive communication (e.g., resolving a disagreement, asking for help). Teacher circulates, supports, and provides feedback.	Role-play scripts printed in large font; support with sentence stems for diverse learners. Extension: Students create their own short scripts using positive language.
35-45 mins	Extension Challenge: Script Writing	Students write a short dialogue script demonstrating positive communication in a scenario of their choice. Encourage use of sentence stems and vocabulary learned.	For advanced learners: develop longer scripts or include multiple characters. Provide dyslexia-friendly templates.
45-50 mins	Reflection & Success Criteria Check	Class discussion on what was learned. Students assess whether they met the success criteria via thumbs up/down or a reflection journal entry.	Digital or paper reflection options; encourage sharing examples of positive communication learnt.

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Differentiation Strategies

• Sentence stems: Provide written sentence starters to scaffold communication during role-play and writing tasks.
• Peer support: Pair diverse learners strategically to encourage collaboration.
• Visual supports: Use diagrams, icons, and printed scripts in larger font for dyslexia-friendly access.
• Alternative responses: Allow students who struggle verbally to express understanding through drawings or digital tools (e.g., recording their scripts).
• Simplified language versions: Provide simplified role-play scripts for students needing more support.

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Extension Activities

• Write a more detailed script including multiple turns or characters, portraying a positive interaction resolving a complex issue.
• Create a short video or digital presentation demonstrating positive communication techniques.
• Reflective journaling on how using positive communication can improve friendships and classroom environment.

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Use of Technology

• Use the interactive whiteboard to visually map brainstorm ideas and key communication components.
• Shared online documents (Google Docs or Microsoft Teams) for collaborative script writing and feedback.
• Video recording apps (e.g., iPad or laptop) to record role-plays for later review and self-assessment.

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Assessment

• Formative assessment: Observations during discussions, brainstorming, and role-play activities. Check for correct use of positive language, respectful tone, and body language.
• Written assessment: Review of student scripts to ensure understanding and application of positive communication components.
• Self and peer assessment: Reflections on success criteria and feedback on partner role-plays.

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Classroom Setup

• Arrange desks to support partner or small group work.
• Access to digital devices for script writing and optional recording.
• Visual aids displayed prominently.

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Teacher Tips

• Model positive communication clearly at the start and throughout the lesson.
• Encourage a safe and supportive classroom atmosphere for practice.
• Use think-pair-share strategies to allow all students to verbalise ideas before whole-class sharing.
• Frequently check for understanding and provide ongoing scaffolding.

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This lesson fosters interpersonal skills vital for respectful relationships and emotional wellbeing, supporting achievement in the Australian Curriculum's Health and Physical Education learning area for Years 4 to 6. The focus on positive communication equips students with tools to navigate social interactions thoughtfully and respectfully.