Teach-Primary-Issue-19.4

Getting children to listen to you – and each other – can be a hurdle. Use this lesson to help pupils explore the importance of conveying information clearly and concisely, understand the concept of active listening, and learn how to use it in their relationships to better understand their peers and foster empathy. Additionally, they will investigate how strong communication skills contribute to building better relationships. The lesson will also cover both verbal and non-verbal behaviours, emphasising the need to consider both when communicating effectively with others . 1 | WORDS AND ACTIONS Discuss the difference between verbal and non-verbal forms of communication (can pupils think of things they can do, for example, that might mean ‘yes’ or ‘no’, without saying anything, such as giving a thumbs-up or shaking their heads?). Explain that sometimes, non-verbal communication can be more powerful than words, and it is important to understand these cues as well. Sit the class in a semi-circle and place a chair in the centre. Invite children to come up to the chair, take a piece of paper and read the non-verbal behaviour, keeping it a secret. The child must then act out the non-verbal behaviour, with the watching children writing down and discussing what they think that behaviour is communicating, and how they feel when watching it. Examples could include: • staring around the room, avoiding eye contact • smiling • jiggling legs up and down • rubbing forehead • slumping down in the chair • leaning forwards on the chair. After the activity, ask pupils to share how each of the behaviours made them feel, and if they can think of any real-life examples of when someone’s body language, eye START HERE MAIN LESSON l The difference between verbal and non-verbal communication l What active listening looks like and why it is important l How to use de-escalating language in conflict situations l How to convey information clearly PSHE Hold a class discussion to create a definition of good communication, encouraging pupils to think about what makes something easy to understand, e.g. precise language. Also, ask them what they think it might look like in action, e.g. providing helpful feedback. Next, set up an obstacle course in the hall and divide the class into groups. One child will be blindfolded, while the others give verbal instructions to help them navigate the course. Afterward, discuss what communication strategies worked well and what could be improved. Finally, ask the class if they’d like to change their definition of good communication, based on their experience of either explaining or following instructions. Help your class harness verbal and non-verbal cues to become comms pros and resolve tiffs, with Emily Azouelos KS2 LESSON PLAN linkedin.com/in/emily-azouelos-227502220 If you’re happy and you know it clap your hands WHAT THEY’LL LEARN 76 | www.teachwire.net