Positive Connections Start

Year Level

Year 5 (ages approx. 9-10)

Duration

30 minutes

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Lesson Title

Understanding Positive Relationships

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Lesson Description

WALT: We Are Learning To recognise what positive relationships look like.
Success Criteria: Students will be able to classify examples of positive versus negative interactions.

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Curriculum Alignment

Learning Area: Health and Physical Education (HPE)

Reference to the New Zealand Curriculum Refresh (2024) — Health and Physical Education learning area

• Strand: Relationships and Sexuality

• Level: Level 2 (Year 5 is generally Level 2)

• Achievement Objectives (Relevant):

  • Develop and maintain positive relationships: understand how to respond in ways that maintain and strengthen relationships (NZC Refresh, Health and Physical Education, Level 2).
  • Interpersonal skills: recognise and demonstrate respectful ways of interacting, including identifying positive and negative interactions.

• Key Competencies:

  • Relating to others: acting appropriately in group situations, managing conflict constructively, and participating socially.
  • Thinking: Applying critical thinking by classifying behaviors and interactions as positive or negative.

• Values:

  • Respect, Integrity, and Empathy are foundational to building positive relationships.

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Learning Objectives

• Identify clues and characteristics of positive relationships (e.g., kindness, respect, listening).
• Distinguish between positive and negative interactions through discussion and visual scenarios.
• Develop empathy and respectful interaction skills through collaborative learning.

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Resources Needed

• Large chart paper or whiteboard.
• Markers or pens.
• Pre-prepared scenario cards (simple situations illustrating positive and negative interactions).
• Drawing paper and crayons/coloured pencils for students.
• Visual supports with dyslexia-friendly fonts and formats (clear headings, use of icons/symbols).

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Lesson Structure

1. Introduction and Warm-up (5 minutes)

• Greet students and introduce the lesson with the WALT and success criteria written visibly.
• Briefly discuss what relationships mean, asking students to share their ideas about friends, family, classmates.
• Use simple affirming language to engage all, model kindness and respect in your communication.

2. Group Discussion: What Are Positive Relationships? (8 minutes)

• Ask open questions:
  • What does it feel like to have a positive relationship?
  • How do people treat each other in positive relationships?
• Facilitate sharing, guiding students toward identifying respect, kindness, sharing, listening, and caring.
• Record key points on chart paper using simple phrases and pictures or symbols for clarity.

3. Sorting Activity: Positive vs. Negative Interactions (10 minutes)

• Present prepared scenario cards to the class in small groups (4-5 students per group).
• Each group reads or listens to each scenario and decides if it shows a positive or negative interaction.
• Students then illustrate one example of a positive interaction and one negative one on their drawing paper, fostering creativity and consolidating understanding.
• Circulate to support and encourage group discussion; use questioning prompts to deepen understanding.

4. Sharing and Reflection (5 minutes)

• Groups share their drawings and reasoning with the class.
• Reinforce the success criteria by revisiting the definitions of positive and negative interactions from their work.
• Praise respectful listening and contribution.
• Emphasise the importance of respectful and positive relationships in daily life.

5. Closure and Next Steps (2 minutes)

• Recap the WALT and success criteria.
• Briefly preview the next lesson (lesson 2 in the unit) to maintain student interest and continuity.
• Encourage students to notice positive interactions during the day and think about how they show kindness and respect.

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Differentiation Strategies

• For diverse learners:

  • Provide sentence starters and simplified language on scenario cards for students with reading difficulties or English language learners.
  • Use pair work or buddy support for students who might benefit from social support.
  • Visual scenario cards and drawings help dyslexic students engage meaningfully.
  • Allow oral responses if writing or drawing is a barrier.

• For advanced learners:

  • Encourage elaboration on why certain interactions are positive or negative, introducing concepts like empathy and conflict resolution.
  • Ask them to suggest ways to change a negative interaction into a positive one.
  • Provide challenge questions, e.g., “What might happen if someone ignores or doesn’t listen in a relationship?”

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Assessment for Learning

• Formative assessment occurs through observation during group discussions and sorting activity: Are students correctly classifying interactions, and can they explain their choices?
• Use students’ drawings and explanations as evidence of understanding.
• Ask reflective questions to probe student thinking.

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Dyslexia-Friendly Reading and Communication Tips

• Use clear, large dyslexia-friendly fonts on all printed materials.
• Include supporting images and icons with text.
• Break instructions into small steps, reading them aloud.
• Use contrasting colours for text and background to improve readability.
• Ensure oral explanation and checking for understanding accompany written instructions.

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Teacher Reflection Notes

• Note which students engage comfortably in discussions and which may need additional support.
• Reflect on the effectiveness of visual and group activities in achieving learning outcomes.
• Consider embedding cultural perspectives (e.g., respect for whānau and whakapapa) in the subsequent lessons of this unit.

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This lesson plan aligns closely with the New Zealand Curriculum Refresh guidance on Health and Physical Education (Level 2 Year 5), spearheading positive interpersonal skills and respect within relationships, with collaborative and inclusive learning experiences tailored for diverse learners.