Including Everyone

Overview

In lesson 8 of the Friendship and Feelings unit, students explore what exclusion can look and feel like, then practise respectful ways to include others. They apply inclusive communication and empathy by role-playing common playground situations and designing a game or playground plan where everyone can participate safely and make choices.

Learning intentions

• WALT recognise when someone may be excluded or left out.
• WALT use kind, respectful words to invite and support others.
• WALT respond safely and respectfully when someone says “no”.
• WALT suggest ways to adapt games so different abilities and preferences are included.

Success criteria

• I can notice when someone is being left out.
• I can use an inclusive invitation, such as “Would you like to join us?”
• I can respect someone’s choice if they say “no”.
• I can offer a kind alternative or adapt a game so people can participate in different ways.

Curriculum links

• Relationships — developing critical thinking, respectful discussion and empathy to build inclusive, respectful relationships.
• Staying safe online — practising respectful communication that promotes inclusion and emotional safety in group settings.
• Staying safe online — using inclusive language and listening actively.
• Staying safe online — recognising how language can exclude others and challenging biased descriptions.

Lesson structure (45 minutes)

1. 0–5 min · Connect and notice. Display the opening prompt in the hook and belonging slides: “What helps people feel that they belong?” Briefly revisit the previous lesson’s learning about recognising feelings. Students think quietly, then share one idea with a partner or point to an idea on the board. Establish the discussion agreement: listen, do not name real classmates, and speak about situations rather than people.

2. 5–12 min · Discuss safe inclusion. Use the inclusion teaching slides and the Friendship Skills Reference Poster to introduce exclusion, inclusion and belonging. Explain that inclusion means making a genuine invitation, listening to the person’s answer, and finding a safe option that suits them; it does not mean forcing someone to join. Students sort teacher-read examples as “includes”, “might exclude” or “needs changing”, explaining their thinking. Model phrases such as “Would you like to join us?”, “You can choose a role”, “That’s okay—would you like to do something else?” and “Let’s find a way for everyone.”

3. 12–25 min · Practise through role-play. Show the four situation prompts in the role-play instruction slides and provide the Friendship Skills Scenario Cards for pairs to choose from. In three pairs, students practise one situation at a time: joining a game, responding when someone says “no”, noticing someone left out, and offering an alternative. Students may act, narrate, use puppets or be an observer. After each short role-play, ask: “What words showed respect?”, “Was the choice honoured?”, and “What could make the invitation safer or kinder?” Rotate roles without requiring every student to perform publicly.

4. 25–35 min · Design an inclusive plan. Introduce the task with the inclusive game planning slides. Students work in pairs on the inclusive playground or group-game plan. They choose a familiar game or design a playground space, then record or draw: the equipment and rules, how people can join, different roles or movement options, what to say if someone declines, and how to make sure nobody is left out. Encourage diagrams, labels, symbols or oral dictation rather than lengthy writing.

5. 35–41 min · Share and improve. Pairs explain their plan to another pair, using the sharing and feedback slides. Listeners identify one inclusive feature and ask one helpful question, such as “Could someone join halfway through?” or “What could a person do if running is uncomfortable?” Pairs make one improvement to their plan.

6. 41–45 min · Reflect and exit. Revisit the WALT on the plenary and exit prompt slide. Students complete the final boxes on the inclusive playground or group-game plan or respond orally: “One phrase I can use to include someone is…” and “If they say no, I can…”. Invite students to share voluntarily, then affirm that respectful inclusion protects everyone’s choice and emotional safety.

Resources

• the complete Including Everyone slide deck
• the inclusive playground or group-game plan
• the Friendship Skills Reference Poster
• the Friendship Skills Scenario Cards
• Whiteboard and markers
• Pencils, coloured pencils and plain paper
• Optional puppets, counters or playground equipment for role-play

Assessment

• Listen during sorting and discussion for students identifying exclusion, explaining why language may hurt, and suggesting respectful alternatives.
• Observe role-plays for a clear invitation, active listening, respect for “no”, and a suitable alternative or role.
• Check each plan for at least two practical inclusion strategies. Use the exit response to identify students needing further modelling in the next lesson.

Differentiation

• Display and rehearse visual scripts: “Would you like to join us?”, “What would you like to do?”, “That’s okay”, and “Would you like another role?” Pair each phrase with a gesture or picture.
• Offer dyslexia-friendly, low-reading options: large clear print, short instructions, uncluttered worksheet sections, icons, drawing, pointing, oral responses or adult scribing.
• Provide movement, narrator, designer or observer roles; allow students to practise privately with the teacher or a trusted partner. Never require a student to perform or disclose a personal experience.
• Use cooperative games and mixed-role pairs. Extend confident learners by asking them to adapt a game for different abilities, sensory preferences, confidence levels or ways of communicating, and explain why each adaptation supports inclusion.

Extension

• Create a second version of the game with a new access option, such as seated play, a quiet role, visual instructions or a non-competitive scoring system.
• Write or record a short class agreement for inviting others, respecting choices and challenging exclusion.