Role-Play Communication

Lesson Overview

Unit Title: Safe Connections: Communication Skills
Lesson Number: 8 of 10
Lesson Title: Role-Playing Safe Communication
Year Level: Years 5–6
Learning Area: Health and Physical Education
Curriculum Strand: Personal, Social and Community Health
Sub-Strand: Communicating and interacting for health and wellbeing
Duration: 45 minutes
Class Size: 31 students

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Australian Curriculum Links

AC9HP6P04 – Investigate and apply strategies to manage changes and transitions, and their impact on identities
AC9HP6P07 – Practise skills to establish and manage relationships

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Learning Intentions

By the end of this lesson, students will:

• Demonstrate and apply safe communication strategies through role-play.
• Differentiate between appropriate responses to unsafe or tricky situations online and offline.
• Reflect on their emotions and communication during role-play and provide constructive feedback.

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Success Criteria

Students will:

• Participate actively in a group role-play.
• Identify safe and unsafe communication behaviours.
• Use respectful, assertive communication during scenarios.
• Reflect on their experiences and provide feedback to peers.

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Materials Required

• Printed scenario role cards (prepared prior to lesson)
• Lanyards or name tags for role-play characters (optional)
• Whiteboard and markers
• Two ‘safe/unsafe’ zone posters
• Reflection journal or exit slips
• Timer or clock

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Teacher Preparation

• Prepare 6–8 short realistic scenarios (see Appendix below)
• Assign students to groups of 4–5 based on mixed abilities and previous grouping data
• Print and label role-play cards clearly
• Arrange classroom with space for small group performances

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Lesson Sequence

1. Welcome & Warm-Up (5 mins)

Activity: “The Emoji Check-In”
Students choose and share an emoji that represents how they feel today and why. This encourages emotional literacy and establishes a safe, respectful environment.

Teacher Prompt:
“Let’s start today with a quick emotion check. Choose an emoji that represents how you're feeling and tell us why. There are no wrong answers—this is your safe space.”

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2. Review Safe Communication (5 mins)

Whole Class Discussion:
Revise key ideas from previous lessons:

• Body language & tone
• Recognising red flag behaviours
• Saying ‘no’ respectfully
• Seeking help from a trusted adult

Prompt Questions:

• “Who remembers one of the assertive communication tips we practised?”
• “What would you do if someone made you uncomfortable online?”

Visual Support: Write a mini anchor chart on whiteboard:

• Breathe – Speak – Listen – Respond – Report

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3. Role-Play Activity (25 mins)

(15 mins Group Rehearsals + 10 mins Performances)

Step 1: Explain Task (2 mins)

Introduce the main activity: “You’ll be actors today! Each group will perform a short role-play. Your challenge is to show how to respond safely in tricky situations—either online or offline.”

Step 2: Distribute Scenarios (1 min)

Each group of 4–5 students receives one Role-Play Card with a scenario (examples in Appendix below). Assign roles but encourage students to choose who plays what.

Step 3: Group Rehearsal Time (12 mins)

Students read the scenario, plan their performance, and rehearse their scenes. Teacher floats to support scripting and encourage expressive communication.

Teacher Tips:

• Help guide language use (remind them to use “I feel” statements)
• Ensure all students are contributing
• Reinforce safety messages and inclusion

Step 4: Performances (10 mins)

Groups perform their short (1–2 minute) role-plays to the class.

After each performance, ask:

• “Was this a SAFE or UNSAFE situation?”
• “How did the character respond? Was it effective?”
• “What might they have done differently?”

Use the Safe/Unsafe Zone posters – audience moves to stand under the poster they agree with to show engagement.

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4. Reflection & Closing (8 mins)

Activity: “Communication Journal” or Exit Slips
Ask students to write brief reflections:

• What did you learn from role-playing today?
• In your own words, what does "safe communication" mean?
• One respectful way to say "no" when feeling pressured is…

Collect exit slips as they leave the room.

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Differentiation

Support:

• Mixed-ability groups to provide peer support
• Offer sentence starters for responses
• Simplified role cards for EAL/D students

Extension:

• Advanced students can act as 'helpers’ during other group performances and identify teachable moments.
• Create alternate endings to unsafe scenarios.

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Assessment Opportunities

Formative Assessment:

• Observation during group work and role-plays
• Oral contributions to performance reflections
• Exit slip responses assessed for understanding of key concepts and strategies

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Cross-Curriculum Priorities & Capabilities

• Critical and Creative Thinking: Evaluating appropriate response strategies
• Personal and Social Capability: Developing empathy and constructive communication
• ICT Capability: Discussing online safety and digital communication

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Teacher Reflection Prompts

After the lesson, consider:

• Did students effectively apply the communication strategies?
• Was group collaboration respectful and productive?
• How can the next lesson build on this practical activity?

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Appendix: Sample Role Cards

Scenario	Synopsis
Online Gaming Chat	A new friend in an online game asks for the student’s real name and where they live. Players must navigate the situation using safe responses.
Group Text Pressure	Friends in a group chat want someone to send a photo that makes them uncomfortable. How can they stand up for themselves or respond safely?
Argument on the Playground	Two friends want different people to join a game. Voices raise. How can they communicate and resolve the issue respectfully?
Sharing Personal News	A friend tells you they’re worried about something at home but asks you not to tell anyone. What can you do that’s safe and supportive?
Peer Pressure on TikTok	A challenge is going around on social media. Everyone’s doing it, but it looks risky. How can you respond assertively when your friends push you to try?
Exclusion at Recess	One student gets left out of a group intentionally. Role-play both perspectives and how to resolve the situation inclusively.
Email Confusion	A student receives an email that looks like it’s from a teacher asking for personal details. Is it real? What should they do?

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Final Note

This lesson empowers students to move from theory to action. By embodying safe communication under realistic conditions, they consolidate learning, develop empathy, and build critical life skills. It’s a structured, high-energy way to celebrate their progress towards being safe, confident communicators—online and offline.