Relationships Matter

Overview

In this lesson, we explore the role of relationships in our lives. We look at family, friends, and community ties and share ideas in respectful group discussions.

Learning intentions

• WALT understand that different relationships have different roles and responsibilities.
• WALT identify safe, respectful ways to share personal experiences in group talk.
• WALT recognise how relationships help us feel connected, supported, and valued.
• WALT describe one way we can strengthen a relationship at school or home.

Success criteria

• I can name examples of relationships in my life (family, friends, community).
• I can explain how relationships can support my wellbeing.
• I can use respectful talk behaviours during group discussion.
• I can choose one practical action to strengthen a relationship.

Curriculum links

• Te hauora me te oranga: wellbeing and connections that support health and belonging
• Taha whānau: relationships, family wellbeing, and caring responsibilities
• Healthy communities: how people relate respectfully and safely in groups
• Communication for learning: speaking and listening to share ideas and reflect

Lesson structure (60 minutes)

1. 0–5 min: Kōrero whakataki (opening)

• Welcome students and recap what “whanaungatanga” means from lesson 1 (connection and belonging).
• Set the focus: “Relationships have roles—what people do to care for each other.”

2. 5–12 min: Think–pair–share: Types of relationships

• Students think about who helps them feel safe and cared for.
• In pairs, they sort examples into three categories: family, friends, community (e.g., team, neighbours, coach, school helpers).

3. 12–22 min: Mini-lesson + anchor chart

• Teacher guides discussion: relationships include support, trust, sharing, caring, rules, and celebration.
• Build an anchor chart with prompts: “This relationship helps me by…”, “My role could be…”, “We show respect by…”.
• Include brief guidance on listening: turn-taking, kind words, and keeping personal stories safe.

4. 22–40 min: Group discussion circles

• Form groups of 4–5. Give each group one scenario card, chosen for Year 4–6 age relevance (e.g., “a new student arrives”, “someone isn’t feeling included”, “a family event we all support”).
• Students discuss using sentence starters:
• “In this situation, the relationship role might be…”
• “A respectful way to talk is…”
• “One caring action we could do is…”
• Teacher circulates, prompting quieter students with “Say one idea using the sentence starter.”

5. 40–50 min: Role-and-action gallery share

• Each group shares one key idea and one action for strengthening relationships.
• Teacher records responses on the anchor chart under “Roles” and “Caring actions”.
• Quick class check-in: “How does this action help wellbeing and belonging?”

6. 50–57 min: Personal reflection (draw/write)

• Students complete a short “Me and my relationships” response:
• Draw one relationship (family/friends/community).
• Write: “This relationship helps me because…”
• Write: “My next step to care is…”
• Offer dyslexia-friendly options (see Resources).

7. 57–60 min: Exit ticket

• Students answer: “One respectful talk behaviour I will use today is…”
• Collect responses to plan for next lesson.

Resources

• Relationship scenario cards (family/friends/community; age-appropriate situations)
• Anchor chart paper and markers
• “Me and my relationships” reflection sheet (simple prompts)
• Sentence starter strips for group discussion
• Dyslexia-friendly option: audio recorder or speech-to-text device for reflection
• Dyslexia-friendly option: word bank (respect, listen, help, care, include, share)
• Visual supports: three-category icons (whānau, friends, community)
• Timer for group tasks
• Optional: classroom wellbeing norms poster (listening, kindness, safety)

Assessment

• Observational assessment during group discussions using a simple focus: respectful talk behaviours and ability to link relationship roles to wellbeing.
• Collection of exit tickets to check understanding of safe, respectful communication.
• Review of reflections for identifying relationships and a realistic caring action.

Differentiation

• Support: Provide a partially completed sentence starter sheet and word bank; allow students to respond with drawings first, then add short phrases.
• Support: Pre-teach vocabulary through visuals (family, friend, community, care, respect, include) and model one example scenario discussion.
• Extension: Ask advanced students to compare two relationships (e.g., family vs friends) and explain how their roles can be similar or different, then propose an action for both.
• EAL/SEN: Offer sentence starters with reduced language load, allow role-play answers, and permit oral responses rather than written for the reflection.