Respect and Empathy

Overview

In this lesson, students explore how respect and empathy can be expressed in different religious traditions. They practise respectful communication, identify strategies for positive relationships, and decide on actions that value diversity in their community.

Learning intentions

Students will:

• describe how respect and empathy can be shown to influence relationships positively
• compare examples of respectful behaviour across familiar religious traditions
• describe and apply strategies that value diversity in their community
• reflect on how words and actions can include or exclude others

Success criteria

Students can:

• give at least two examples of respect and empathy in everyday situations
• explain how someone might show respect in a religious community (e.g., during worship, practices, or beliefs)
• propose one strategy to handle a disagreement respectfully and prevent harm
• demonstrate inclusive discussion behaviours (e.g., listening, using kind language, asking questions)

Curriculum links

• Health and Physical Education — AC9HP6P04: describe and demonstrate how respect and empathy can be expressed to positively influence relationships
• Health and Physical Education — AC9HP6P05: describe and implement strategies to value diversity in their communities
• Health and Physical Education — applying strategies to manage changing relationships and deal with bullying/disrespect respectfully (including bystander responses)

Lesson structure (60 minutes)

1. 0–5 min · Welcome and norms. Teacher introduces the lesson focus and co-creates discussion norms (listen, no interrupting, respectful language). Students agree to the class “how we talk” expectations and give a quick example of respectful behaviour.

2. 5–15 min · Hook: Empathy in action. Teacher reads a short scenario: “A new student joins after school and says their family follows a different religion. Some classmates laugh at the way they speak about holidays.” Students do a quick think, then pair-share:

• What could the classmates do instead?
• How might the new student feel?

3. 15–25 min · Mini-teach: Respect vs empathy. Teacher models definitions with examples:

• Respect: valuing others’ beliefs and rights to participate
• Empathy: understanding feelings and perspectives Teacher shows 4 behaviour cards (e.g., “listen and ask politely”, “use kind words”, “include them in group work”, “ignore or tease”). Students sort the cards into “respect”, “empathy”, and “not respectful” and explain one choice to a partner.

4. 25–40 min · Explore traditions (guided stations). Teacher sets up 3 stations with printed prompts and images (no practising religion; just respectful understanding).

• Station A: “Respect during worship/prayer” (e.g., quiet spaces, not interrupting)
• Station B: “Respect for beliefs and celebrations” (e.g., learning about festivals, not mocking)
• Station C: “Respectful questions” (e.g., “What does this mean to you?”) In small groups, students rotate every 5 minutes and complete a station sheet:
• What respectful behaviour could you use?
• What empathetic statement could you say? Teacher circulates, checking for inclusive language and correcting harmful assumptions.

5. 40–50 min · Strategy workshop: Deal with disagreements. Teacher introduces a simple “Pause–Think–Choose” method:

• Pause: notice feelings and body language
• Think: What is fair and respectful? What might others be feeling?
• Choose: one kind, safe action (including bystander support) Students practise with a role-play prompt: “Someone comments, ‘That’s weird.’” Each group chooses one response that:
• values diversity
• uses respectful words
• invites dialogue rather than conflict Groups perform a 30–45 second version.

6. 50–57 min · Whole-class reflection. Teacher prompts: “How can we show respect and empathy when we don’t share the same beliefs?” Students record one sentence in their workbook starting with: “I can show respect by…” and one sentence: “I can show empathy by…”

7. 57–60 min · Exit ticket (quick check). Students submit a final response to one question:

• “Name one strategy to value diversity in our class.”

Resources

• Printed scenario cards and behaviour cards
• Station prompt sheets for Stations A, B, and C
• Simple images showing respectful behaviours (e.g., quiet respect, inclusive group work)
• “Pause–Think–Choose” strategy card
• Workbook or paper for response sentences
• Timer and classroom chart for discussion norms
• Coloured pencils/markers for sorting

Assessment

• Observation checklist during pair-share and station work: respectful language, listening, and ability to link behaviours to respect/empathy
• Formative check during role-plays: students propose safe, inclusive strategies and avoid mocking or stereotyping
• Exit ticket: identifies one strategy to value diversity and demonstrates understanding of respect/empathy

Differentiation

• Provide sentence starters for station sheets and reflections (e.g., “A respectful way to…” “An empathetic question is…”)
• Support students who need extra structure with a word bank for respectful language (e.g., kind, curious, respectful, include)
• Extension for early finishers: write an additional empathetic response that includes a bystander action (e.g., “If I see teasing, I can…”)
• EAL/SEN support: allow drawing or choosing from response options for station answers; read prompts aloud and check comprehension
• Ensure sensitivity: remind students that the goal is respectful understanding, not performing or judging practices