Courtesy in Communication PSHE lesson plan
A primary PSHE lesson for Years 5 and 6 that helps UK teachers introduce courtesy, manners and respectful communication through a structured, ready-to-teach lesson. Pupils learn to recognise polite and respectful ways of communicating, understand why courtesy matters in everyday interactions, and practise using respectful language in classroom, friendship and everyday school situations.
Healthy Relationships & Communication
Snapshot
Courtesy in Communication
The lesson gives teachers a structured way to introduce respectful, courteous communication as part of everyday classroom life. Feedback: 4.2/5 average rating from 35 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Communicating with respect, manners and courtesy in everyday interactions
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 polite and respectful ways of communicating with others
Recognise how tone, word choice and body language affect a conversation
Recognise examples of discourteous or disrespectful communication in everyday school situations
Understand
Understand why courtesy and manners matter in building positive relationships
Understand how respectful communication supports a positive classroom culture
Practise
Practise using polite language and a respectful tone in everyday conversations
Practise listening without interrupting others
Practise choosing a respectful way to respond when a conversation feels difficult
Who this lesson is for?
This lesson is designed for pupils in Years 5 and 6 who are building everyday communication skills and learning to apply courtesy and respect in their interactions with others.
It is suitable for:
primary PSHE lessons
relationships education
pastoral care, circle time or form time
class culture and communication expectation work
respectful friendships or communication skills programmes
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 expectations Use when pupils need a shared understanding of what respectful communication looks like.
Building classroom culture Use when reinforcing manners, courtesy and respectful tone as part of everyday class expectations.
Practising respectful conversations Use when pupils are learning how to listen, take turns and respond politely.
Supporting inclusion Use when pupils need practical language for including others through respectful communication.
Reinforcing respectful communication Use after friendship or communication issues to calmly revisit expectations.
Preparing for transition Use when pupils are moving into new classes or groups and need shared communication expectations.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils need practical language and habits for communicating with courtesy, especially as their friendships and social interactions become more complex in the upper primary years. Respectful communication is not only about avoiding conflict. It is also about helping pupils build everyday habits, such as listening, polite language and a considerate tone, that support positive relationships across the classroom and school. This lesson supports a positive classroom culture by helping pupils understand that courtesy is a practical skill they can practise every day, not just a rule to follow.
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
Communication skills Pupils practise using polite language and a respectful tone in conversations.
Active listening Pupils practise listening without interrupting others.
Empathy Pupils consider how their communication affects how others feel.
Self regulation Pupils practise choosing a respectful response even when a conversation feels difficult.
Relationship skills Pupils build habits that support positive, respectful friendships.
Social awareness Pupils recognise courteous and discourteous communication in everyday school situations.
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 specific stories about other people
Frame discussion around general examples and scenarios, not personal accusations
Make clear the lesson is about building respectful communication skills, not blaming anyone
Identify trusted adults pupils can speak to if they have concerns about how they are being communicated with
During delivery
Use everyday examples such as interrupting, speaking over others or using an unkind tone
Give pupils time to practise polite phrases and respectful responses aloud
Reinforce that respectful communication does not mean staying silent when something feels unfair
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 classmates
Encourage privacy and respectful discussion rather than naming names
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 led modelling for quieter pupils
Spend more time on listening and turn taking if pupils need extra support with communication basics
