Communication Styles PSHE lesson plan
A secondary PSHE lesson for Years 6 to 8 that helps UK teachers introduce passive, assertive and aggressive communication through a structured, ready-to-teach lesson. Pupils learn to recognise the differences between these communication styles, understand how each one affects relationships, and practise using assertive language in everyday school situations.
Healthy Relationships & Communication
Snapshot
Communication Styles
This lesson gives teachers a structured way to introduce communication styles using language pupils can apply straight away. Feedback: 4.5/5 from 72 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Evaluating passive, assertive and aggressive communication
Lesson Format
Teacher-led discussion and structured activities
What pupils will learn
By the end of the lesson, students will be supported to:
Recognise
recognise the difference between passive, assertive and aggressive communication
recognise examples of each communication style in everyday school situations
recognise how tone, body language and word choice contribute to a communication style
Understand
understand how each communication style can affect relationships and how a message is received
understand why assertive communication can support healthier, more respectful relationships
Practise
practise identifying communication styles in different scenarios
practise rephrasing passive or aggressive statements into assertive language
practise using assertive language to express needs, opinions or boundaries respectfully
Who this lesson is for?
This lesson is designed for pupils in Years 6 to 8 who are developing their understanding of communication and relationships, and who have some experience navigating friendships, group work and everyday disagreements.
It is suitable for:
secondary PSHE lessons
relationships education
pastoral care, circle time or form time
communication or social skills focused sessions
respectful friendships and relationship skills units
Suitability should be based on more than age alone. Teachers should consider the lesson focus, pupil maturity, cohort needs, classroom culture, existing discussion norms and available support pathways.
Best used when
Use this lesson when students need clear, practical language for recognising unkind behaviour and knowing what to do next.
Introducing communication skills Use when pupils need a clear starting point for understanding passive, assertive and aggressive communication.
Building classroom culture Use when reinforcing respectful, honest communication as part of everyday classroom expectations.
Reinforcing respectful relationships work Use when extending existing relationships education with a focus on how pupils express themselves.
Supporting group work and collaboration Use when pupils need stronger communication skills for working in pairs or small groups.
Preparing for transition Use when pupils are moving into new peer groups or year levels and may benefit from clearer communication habits.
Following friendship or communication difficulties Use to support structured discussion after pupils have found it hard to express themselves clearly or respectfully with peers.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils communicate constantly, in classrooms, friendships and group work, and the way they express themselves can shape how relationships develop. Understanding the difference between passive, assertive and aggressive communication gives pupils practical language for expressing themselves clearly and respectfully. Communication skills are not only useful during disagreement. Learning to recognise different communication styles helps pupils build confidence in everyday interactions, from working in groups to expressing an opinion or asking for help. This lesson supports pupils to understand that assertive communication, expressing needs and opinions clearly while respecting others, can support healthier relationships without needing to be passive or aggressive.
How this lesson supports wellbeing
This lesson supports student wellbeing by building practical social and emotional skills students can use in everyday school life. It helps students develop:
Capability How the lesson supports it
Self awareness Pupils reflect on their own communication style and how it affects others.
Communication skills Pupils practise expressing thoughts, needs and opinions clearly and respectfully.
Empathy Pupils consider how different communication styles affect how others feel.
Relationship skills Pupils learn how assertive communication can support healthier, more respectful relationships.
Confidence Pupils practise using assertive language in everyday situations.
Conflict resolution Pupils explore how communication style can support or hinder resolving disagreements respectfully.
For teachers and school leaders, the lesson contributes to broader wellbeing, respectful relationships, child safety and pastoral care goals in Australian primary schools.
Teaching notes & Delivery Considerations
This lesson includes content about unkind behaviour, exclusion and asking adults for help. It should be taught with calm, clear discussion norms.
Before teaching
Remind pupils not to name classmates or share stories about other people
Frame discussion around general examples and scenarios rather than personal situations
Make clear that the lesson is about building communication skills, not identifying who communicates the wrong way
Consider pupils' prior experience with group work or peer discussion when planning pacing
During delivery
Use everyday examples such as group work, friendship disagreements or asking for help
Give pupils time to practise rephrasing statements into assertive language
Reinforce that assertive communication is about expressing needs respectfully, not about winning an argument
Allow pupils to respond through discussion, written reflection or paired practice depending on confidence
Supporting safe discussion
Keep examples general rather than based on real people
Reinforce that pupils can pass on questions they do not want to answer aloud
Be prepared to follow your school's safeguarding procedures and speak with the designated safeguarding lead if a pupil discloses harm or says they feel unsafe.
Adaptation options
Use paired or small group practice for confident pupils
Use written reflection or teacher modelled examples for quieter pupils
Spend more time on assertive language practice if pupils need additional support building confidence
