Understanding Relationships

Overview

In this second lesson of the unit “Building Healthy Friendships”, students explore different types of relationships and how relationships can vary in depth and impact on wellbeing. They practise respectful language for sharing ideas and notice how feelings, boundaries, and communication help relationships stay safe and healthy.

Learning intentions

• WALT identify different types of relationships (e.g., family, friends, peers, community) and describe how they can differ.
• WALT explain how relationship depth can change over time and affect wellbeing.
• WALT recognise that respectful behaviour supports inclusion and emotional safety in relationships.
• WALT use calm, respectful responses when discussing tricky social situations.

Success criteria

• I can name at least three types of relationships and give an example of each.
• I can explain how relationships differ in depth (e.g., acquaintances vs close friends).
• I can describe one way a relationship can positively or negatively impact wellbeing.
• I can use a “say less, care more” communication approach (clear, respectful, kind) during discussion.

Curriculum links

• Health Education / Relationships (Self and others): handling tricky social situations by managing emotions, setting boundaries, and resolving conflict in ways that protect wellbeing while keeping relationships intact.
• Health Education: developing skills in self-awareness, empathy, emotional regulation, and help-seeking to build respectful relationships.
• Health Education / Relationships (Years 1–10): building communication skills, empathy, and understanding of personal relationships and boundaries.
• Health Education / Relationships (Years 1–10): respectful interactions, inclusion, and emotional safety.

Lesson structure (60 minutes)

1. 0–8 min · Hook (Think–Write–Share). Teacher displays two prompts on the board: “What makes a friendship feel safe?” and “How can relationships be different from each other?” Students write a brief response, then share with a partner using “One thing I notice is…”.

2. 8–15 min · Quick teach: Relationship types and depth. Teacher gives a short explanation with examples of relationships (family, friends, classmates/peers, whānau connections, community). Students complete a fast “Sort and Match” task: cards show relationship types and students match them to a description (e.g., “acquaintance”, “close friend”, “mentor/coach”).

3. 15–27 min · Guided discussion: Depth and impact. Teacher introduces the idea that relationships vary in “closeness” (time, trust, support) and can affect wellbeing. Students work in groups of four with a scenario card set. For each scenario they discuss:

• Who is the relationship with?
• What is the relationship depth likely to be?
• How might it impact wellbeing (good, mixed, or harmful)? Teacher listens for respectful talk and corrects misconceptions without naming individuals.

4. 27–40 min · Emotions and boundaries mini-lesson. Teacher models a short “emotion-to-boundary” example: “When I feel uncomfortable, I can take a breath and use a boundary message like ‘Please stop’ or ‘I don’t like that’.” Students practise three boundary sentence starters in pairs:

• “I feel… when…”
• “I need…”
• “Please…” Teacher checks that responses are respectful, non-threatening, and focused on feelings and needs rather than blame.

5. 40–52 min · Respectful language practise: Role play rotation. Teacher assigns three roles in each group (Speaker, Listener, Observer). Students rotate through a 2-minute role play using teacher-provided prompts (e.g., new student at school, friend group excluding someone, misunderstanding between classmates). Observers use a simple checklist:

• Did the speaker use kind, clear words?
• Did the listener respond calmly?
• Was wellbeing protected (no put-downs, no threats)? Teacher debriefs common improvements the whole class can make.

6. 52–58 min · Whole-class consolidation (Collect ideas). Teacher draws a “Relationships can…” web on the board with two categories: “Different” (type, closeness, roles) and “Impact” (feelings, safety, support). Students add one contribution each, ensuring the class uses respectful wording.

7. 58–60 min · Exit ticket (Individual). Students answer:

1. Name one relationship type and how it differs from a close friendship.
2. Write one respectful sentence starter they could use if they feel uncomfortable.

Resources

• Relationship type cards (family, friend, classmate/peer, community, mentor/coach, whānau connections)
• Scenario cards (teacher-created, age-appropriate, not graphic)
• Role play prompt slips
• Sentence starter strips (“I feel…”, “I need…”, “Please…”)
• Observer checklist sheets
• Board/markers or slide with prompts
• Exit ticket slips or digital form

Assessment

• Formative checks during Sort and Match: listen for accurate identification of relationship types.
• Observe group discussions and role plays: use a quick note-taking rubric (respectful language, boundary use, wellbeing focus).
• Exit ticket: verify students can explain depth and impact and use at least one respectful sentence starter.

Differentiation

• Support: provide sentence starters on desk cards; allow students to choose one scenario to discuss in more depth rather than all scenarios.
• Support (EAL/SEN): offer a word bank for relationship depth (e.g., “acquaintance”, “growing trust”, “close”) and wellbeing impact (e.g., “safe”, “left out”, “supported”).
• Extension: students create an additional scenario that shows a positive relationship change over time (e.g., resolving a misunderstanding respectfully).
• Manage group work: assign roles so quieter students can use the observer checklist or scenario reading role first, then rotate.

Extension (optional)

Not included.