Community Wellbeing Champions PSHE lesson plan
Community Wellbeing Champions is a primary PSHE lesson for Years 5 and 6 that helps UK teachers introduce safety, fairness and inclusion in the school and wider community through a structured, ready-to-teach lesson. Pupils learn to recognise behaviour that supports or undermines a safe, inclusive community, understand how diversity and culture can shape different experiences of belonging, and practise respectful ways to support others and speak up safely.
Diversity, Equality & Society
Snapshot
Community Wellbeing Champions
The lesson gives teachers a structured way to introduce community safety and inclusion through practical, age-appropriate discussion.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising safe, fair and inclusive behaviour in the community
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 behaviour that helps or harms safety and inclusion in a community
recognise examples of unfair treatment or exclusion in school and community settings
recognise that people may experience community life differently depending on culture or background
Understand
understand why fairness, respect and inclusion matter for a safe community
understand that communities are made up of people with different backgrounds, cultures and identities
Practise
practise using respectful language when discussing diversity and inclusion
practise simple ways to support someone who feels excluded or treated unfairly
practise identifying a trusted adult to speak to about a safety or fairness concern
Who this lesson is for?
This lesson is designed for upper primary pupils who are ready to think more broadly about community, diversity and inclusion beyond their immediate friendship group.
It is suitable for:
PSHE lessons
relationships education
pastoral care, circle time or form time
whole-school inclusion or belonging initiatives
citizenship or community-focused learning
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 community wellbeing themes Use when pupils are starting to explore safety, fairness and inclusion in their school or wider community.
Building classroom culture Use when reinforcing respectful behaviour and inclusive expectations within the class.
Supporting inclusion work Use when the school is focusing on belonging, diversity or respect for different cultures and identities.
Practising safe responses Use when pupils are learning how to respond respectfully to unfair treatment or exclusion.
Reinforcing respectful communication Use when pupils need language for discussing diversity and culture respectfully.
Preparing for transition Use when pupils are moving into new peer groups or community settings and need clear expectations around respect and inclusion.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils benefit from early, practical understanding of what makes a community safe, fair and inclusive, rather than only learning about it once a problem has occurred. Understanding diversity and culture helps pupils recognise that people can experience the same community in different ways, and that respect and fairness support everyone's sense of belonging. This builds a foundation for noticing unfair treatment and responding safely. The lesson supports a proactive approach to community wellbeing by helping pupils see that fairness and inclusion are everyday choices, not just responses to specific events.
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
Social awareness Pupils notice when someone is excluded or treated unfairly in a community setting.
Empathy Pupils consider how different people may experience the same community differently.
Respect for diversity Pupils build respectful language for discussing culture and background.
Fairness and inclusion Pupils practise recognising and responding to unfair treatment.
Help-seeking Pupils learn when and how to ask a trusted adult for support.
Belonging Pupils reinforce that everyone deserves to feel safe and included in their community.
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 other people's stories
Make clear that pupils should use general examples rather than personal disclosures
Avoid asking pupils to speak on behalf of their own culture, background or identity
Identify trusted adults pupils can speak to at school
During delivery
Use everyday examples of fairness, exclusion and inclusion that pupils may recognise
Keep discussion scenario based rather than focused on individuals
Give pupils time to practise respectful language aloud
Allow pupils to respond through discussion, drawing or partner work depending on confidence
Supporting safe discussion
Reinforce that asking for help is a responsible choice, not a last resort
Encourage privacy rather than promising confidentiality when sensitive topics come up
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 partner or small group discussion for confident classes
Use drawing or written reflection for quieter pupils
Spend more time on trusted adults and support pathways if pupils need extra support
