Communication Styles

Overview

In lesson 1 of 4, students explore three communication styles—passive, aggressive, and assertive—and how each one affects safety, respect, and relationships. They begin to notice their own communication tendencies and practise starting points for clearer, more respectful boundary-setting.

Learning intentions

Students will:

• WALT identify passive, aggressive, and assertive communication styles and the behaviours that show them
• WALT explain how different styles can affect how others feel and respond in relationships
• WALT reflect on their own typical communication tendencies in everyday situations
• WALT practise using respectful language and “pause–rehearse–respond” strategies in a low-risk role-play

Success criteria

I can:

• I can describe what passive, aggressive, and assertive communication look and sound like
• I can give an example of how each style might change a conversation or relationship
• I can identify one communication style I use sometimes and one adjustment I could make
• I can use an assertive phrase (e.g., “I don’t like that” / “Please stop” / “I need…”) with respectful tone

Curriculum links

• Health and PE (Health Education / Relationships - Self and others): strengths like assertiveness or boundary setting support communication, but skills can be harder to use in unfamiliar or high-pressure situations
• Health and PE (Practices / Communication and consent within relationships): communication and clear boundaries help create safe and positive experiences
• Health and PE (Health Education / Relationships - Self and others): practising assertive language and boundary setting in scenarios, and applying strategies such as pausing and rehearsing key phrases

Lesson structure (45 minutes)

1. 0–5 min · Hook (Think–Write). Teacher displays three quick statements on the board (e.g., “Sure, I’ll do it” when they disagree; “Move!” when frustrated; “I’d rather not—let’s do it this way.”). Students choose which statement matches a communication style they think and write a one-sentence reason.

2. 5–15 min · Direct teaching (Styles + impact). Teacher explains and models the three styles using simple descriptors:

• Passive: avoids conflict, doesn’t clearly express feelings or needs
• Aggressive: pushes through, may blame or threaten, can ignore others’ boundaries
• Assertive: clearly expresses feelings/needs and respects others’ rights Teacher then guides a brief class discussion: “Which style is most likely to build clarity and respect? Why?” Students add 1–2 key words to a class chart (“respect”, “choice”, “safety”, “feelings”, “boundaries”).

3. 15–22 min · Guided practice (Identify the style). Students work in pairs with 6 scenario cards (e.g., group chat ignores them; friend takes their bag without asking; someone calls them out unfairly). Each pair labels the style (passive/aggressive/assertive) and writes what the person might say differently to become more assertive.

4. 22–30 min · Self-check (Personal tendencies, safely). Teacher gives a non-threatening “tendency thermometer”:

• Students silently decide where they sit: “Mostly passive / Mostly aggressive / Mostly assertive / It depends” Students then complete a short reflection sheet: “In what situations do I struggle to speak up? What helps me pause and choose respectful words?” Emphasise that everyone varies, and the goal is to build skills for unfamiliar or high-pressure moments.

5. 30–42 min · Role-play (Fun scenario rotation). Teacher sets expectations: no put-downs, use realistic but fictional scenarios, and focus on language and tone. Students rotate through triads (Speaker, Other, Observer) for two short role-play rounds.

• Round 1 scenario: “A classmate keeps borrowing your pen without asking.”
• Round 2 scenario: “Someone’s message online is rude and includes your name.” Observer uses a simple checklist:
• Did the speaker state a feeling/need?
• Did they use an assertive phrase?
• Did they pause/rehearse before speaking? Teacher circulates, prompts with sentence starters, and stops one group to model a stronger assertive response.

6. 42–45 min · Exit ticket (Assessment for learning). Students complete one prompt: “One assertive phrase I will try is…” and “One strategy I can use in high-pressure moments is…” (e.g., pause, rehearse key phrases, ask for support).

Resources

• Scenario cards (print or digital) for identifying styles
• Class chart paper or slide: Passive / Aggressive / Assertive / Impact
• Tendency thermometer reflection sheet
• Role-play triad checklist
• Sentence starter strip (e.g., “I feel… when…”, “I need…”, “Please stop…”, “Can we…?”, “I’m not okay with that.”)
• Timer for rotations

Assessment

• Teacher observation during pair scenario labelling (correct style identification and reasoning)
• Role-play checklist (use of assertive language and respectful boundary statements)
• Exit ticket (ability to name an assertive phrase and one “pause–rehearse–respond” strategy)

Differentiation

• Support: provide sentence starters and a word bank for emotions/needs; allow students to rehearse in pairs before performing
• Targeted prompting: teacher coaching for students who default to passive or aggressive patterns
• Extension: students add a “next step” question (e.g., “How can we solve this fairly?”) and practise a follow-up assertive response if the other person disagrees
• EAL/SEN: offer visual cues (emoji or icons for each style), reduce scenario complexity where needed, and allow oral responses if writing is a barrier