Empathy Connections

Overview

In this sixth lesson of the unit Whanaungatanga: Building Connections, students explore empathy as a key part of how we understand and care for others. They practise ways to show empathy and strengthen belonging within the classroom.

Learning intentions

• WALT: develop our understanding of empathy and how it supports whanaungatanga.
• WALT: practise respectful actions and words that show we notice and care about others’ feelings.
• WALT: strengthen group connections by listening, responding kindly, and including others.

Success criteria

• I can explain what empathy means in my own words.
• I can identify feelings and needs in simple scenarios and respond with an empathetic action.
• I can use kind listening and respectful speaking to support whanaungatanga in our group.
• I can reflect on how empathy helps people feel valued.

Curriculum links

• Students learn to recognise emotions and respond with care and respect in relationships.
• Students develop skills for communication, cooperation, and belonging in group settings.
• Students practise positive actions that support wellbeing and safe relationships.

Lesson structure (60 minutes)

1. 5 Tūhura hook (Think–Pair–Share): Display two short scenario statements (e.g., “My friend is quiet at play” / “Someone can’t find their pencil”). Students think, then pair-share what the other person might be feeling and why.

2. 8 Mahi ā-rōpū: Empathy meaning (Whakawhiti whakaaro): On a shared chart, guide students to define empathy as “trying to understand how someone else feels and what they might need.” Record examples of empathetic responses (listening, acknowledging feelings, offering help, including them).

3. 10 Read aloud (dyslexia-friendly options): Teacher reads a short, familiar story about a classroom friendship conflict and resolution. Provide an alternative: a simplified text version with larger spacing and fewer lines, or teacher summarises the story orally while students follow with the simplified print.

4. 12 Role-play stations (choose one): In small groups, students rotate through 3 scenario cards. For each card they:

• identify the feeling(s)
• choose an empathetic response (words + action)
• practise it for 30–60 seconds Teacher circulates with prompts: “What might they be thinking?” “How can we show we understand?”

5. 10 Guided class kōrero: Feelings map (Ngā kare-ā-roto): Use a “feelings map” on the floor or whiteboard. Call out responses from groups, and place them under feeling headings (e.g., worried, left out, excited, frustrated). Students explain which response best shows empathy and why.

6. 10 Whanaungatanga action challenge (group goal): Each group creates a simple “Empathy goal” for the week (one sentence) using an action verb (e.g., “We will notice quiet classmates and ask if they need help.”). Groups share and the class selects one practical goal we can all practise.

7. 5 Reflection (single prompt exit): Students complete an exit reflection: “Today I learned that empathy means…” and “One empathetic action I will try is…”. Collect for quick review.

Resources

• Scenario cards (3 sets), age-appropriate and classroom-based
• Story text (standard) plus simplified, large-print version (optional)
• Feelings map template or floor labels
• Chart paper or digital board for empathy definition and examples
• Role-play props (optional): paper strips for “feelings,” simple signs
• Sticky notes or reflection slips
• Timer and group station labels

Assessment

• Observation checklist during role-plays: can students identify feelings and give an empathetic response?
• Review exit reflections for understanding of empathy and ability to link empathy to whanaungatanga.
• Questioning during class kōrero: “What shows empathy here?” “How would you make them feel included?”

Differentiation

• Support: sentence starters for role-play (“I think you might feel…”, “I can help by…”, “Let’s…”); reduce scenario to one key feeling.
• Support: pre-teach vocabulary in simple terms (feeling, listen, help, include) using images; allow students to rehearse response privately before performing.
• Extension: ask advanced students to add a “follow-up action” (e.g., check in later, repair relationship, suggest a shared plan).
• EAL/SEN: allow response through pointing to feeling cards, drawing the scenario, or using sentence frames; provide audio support for story and clear, repeated instructions.

Extension (optional)

Only if you ask—otherwise skip.