Communication Skills Focus

Overview

Year Group: KS3 (ages 12-14)
Class Size: 8 students
Lesson Duration: 45 minutes
Unit: Understanding Relationships and Families
Lesson Number: 5 of 8
Curriculum Link: PSHE Association Programme of Study for Key Stage 3

• Developing personal identity and positive relationships (Core Theme 1)
• Communication and decision-making in relationships, including recognising positive and unhealthy relationships

---

Learning Objectives

By the end of this lesson, students will:

1. Understand the importance of effective communication in relationships.
2. Demonstrate the ability to listen actively and empathetically.
3. Express thoughts and feelings clearly and respectfully.
4. Practice communication skills through role-play scenarios focused on friendships and family relationships.

---

Prior Knowledge

Students should have a basic understanding of different types of relationships from previous lessons, including family and friendships. They will have discussed feelings and respect in relationships in lessons 1-4.

---

Resources Needed

• Role-play scenario cards (prepared in advance)
• Whiteboard and markers
• Emotion flashcards (for practising identifying feelings)
• Reflection worksheets (for end-of-lesson self-assessment)
• Timer or stopwatch

---

Lesson Structure

1. Engage & Set Focus (5 minutes)

• Begin with a short interactive discussion:
  • Ask, "What makes a good conversation with someone you care about?"
  • Chart responses in two columns — “Good Communication” & “Poor Communication.”
• Link to learning: Explain that communication is the foundation of all successful relationships.

---

2. Introduction to Communication Skills (10 minutes)

• Use the whiteboard to introduce 3 key communication skills:

  1. Active Listening — giving full attention, showing you understand, responding thoughtfully
  2. Clear Expression — using ‘I’ statements, avoiding blame, being honest
  3. Non-verbal Cues — body language, tone, eye contact

• Teacher models an example dialogue demonstrating poor communication and then effective communication.

• Briefly explore why poor communication can lead to misunderstandings or conflict.

---

3. Guided Practice Through Role-play (20 minutes)

• Divide class into 4 pairs (2 pairs per 2 students for this lesson’s target group).

• Each pair receives 2 different scenario cards simulating typical relationship challenges, e.g.:

  • Scenario 1: Disagreeing over holiday plans with a family member
  • Scenario 2: A friend feeling left out of a group activity
  • Scenario 3: Clarifying misunderstandings in a friendship
  • Scenario 4: Communicating boundaries respectfully in a family setting

• Instructions for role-play:

  • One student plays themselves, the other takes on the assigned character.
  • Practice active listening and clear expression based on earlier skills.
  • The observing student/joint peer in each pair notes effective moments and areas to improve (using a simple checklist).

• Swap roles and scenarios after 10 minutes.

---

4. Class Reflection & Discussion (7 minutes)

• Regroup and discuss experiences:

  • What communication techniques worked well?
  • What was challenging about active listening?
  • How did using ‘I’ statements feel?
  • Why is non-verbal communication important?

• Emphasise how these skills strengthen all relationships.

---

5. Independent Self-Assessment (3 minutes)

• Hand out brief reflection worksheets:

  • Students rate their confidence in using active listening and clear expression (scale 1-5).
  • Write one personal goal for improving communication skills over the next lessons.

• Collect or allow students to keep for personal tracking.

---

6. Plenary & Homework (Optional) (Depending on class time)

• Plenary: Summarise key points with a quick-fire quiz or “two truths and a lie” about communication facts.
• Homework suggestion (encourage student-led): Write a short diary entry about a real-life conversation where they used one communication skill learned today.

---

Assessment Opportunities

• Observation of role-play interactions and peer feedback.
• Completed reflection worksheets for self-assessment and teacher insight.
• Whole-class discussion participation.

---

Differentiation

• For SEND learners: Provide simplified scenario cards with pictorial support; allow more time for role-play; pair with supportive peers.
• For EAL learners: Pre-teach key vocabulary (active listening, ‘I’ statements, body language) using gestures and visuals.
• Extension: Challenge more confident students to facilitate a third-person role or create their own scenario reflecting real-life issues.

---

Links to UK Curriculum & Standards

• PSHE Association Programme of Study KS3 (2020): Emphasis on personal wellbeing and positive relationships.
• Relationships Education, Relationships and Sex Education (RSE) and Health Education statutory guidance (England, 2020): Focus on respectful relationships, communication, and managing conflict.
• BFET Framework: Personal, Social and Emotional Development.

---

Teacher Tips to Impress

• Use subtle micro-expressions teaching: watch or imitate non-verbal cues to highlight unspoken feelings in role-play.
• Incorporate ‘listening dice’: roll a dice with prompts like “Summarise what your partner said,” “Ask a clarifying question,” to gamify active listening.
• Record students’ role-play (with permission) and show short clips to develop self-awareness of communication styles.

---

This lesson balances theory, practical application, and reflection to build empathy and communication confidence—essential skills for nurturing healthy relationships throughout life.