Gender-Based Behaviour wellbeing lesson plan
A primary wellbeing lesson for Years 5 and 6 that helps Australian teachers introduce gender-based behaviour and unkind gender assumptions through a structured, ready-to-teach lesson. Students learn to recognise unfair assumptions based on gender, understand how these assumptions can affect others, and practise respectful, inclusive responses. The lesson keeps the focus on everyday school situations, helping students build confidence in noticing and responding to unkind gender assumptions without needing to speak on behalf of any particular group.
Diversity, Equality & Society
Snapshot
Gender-Based Behaviour
The lesson gives teachers a structured way to introduce gender-based behaviour and help students build fair, respectful responses to unkind assumptions.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising and challenging unkind gender assumptions
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 examples of unkind or unfair gender-based assumptions in everyday school situations
recognise that comments about gender can affect how included or valued someone feels
recognise the difference between a personal opinion and an unfair assumption about a whole group
Understand
understand why assumptions based on gender can be hurtful, even when they are not intended that way
understand that fairness and inclusion apply to how students treat and speak about others regardless of gender
Practise
practise using respectful language when responding to unkind gender assumptions
practise speaking up safely when they notice unfair comments or exclusion based on gender
practise including others regardless of gender in classroom activities and discussions
Who this lesson is for?
This lesson is designed for upper primary students in Years 5 and 6 who are developing a stronger understanding of fairness, identity and respectful behaviour towards peers.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
diversity, equality and inclusion units
class culture and respectful relationships work
Suitability should be based on more than age alone. Teachers should consider the lesson focus, student 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 gender-based behaviour Use when students need a starting point for discussing fairness and respect around gender.
Building classroom culture Use when reinforcing expectations around inclusion, respect and fair treatment of all students.
Supporting inclusion Use when students need practical language for including peers regardless of gender.
Practising safe responses Use when students are learning how to respond to unkind comments without arguing or excluding others in return.
Reinforcing respectful communication Use when revisiting classroom expectations about respectful language and behaviour.
Preparing for transition Use when peer groups are changing and students need clear, shared expectations about fairness and respect.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students benefit from early, practical language for noticing when assumptions based on gender are unfair, rather than waiting until these patterns become part of everyday classroom culture. Challenging unkind gender assumptions is not only about correcting comments after they happen. It is also about helping students build habits of fairness, respect and inclusion that support a positive classroom community. This lesson supports students to understand that everyone deserves to be treated fairly regardless of gender, and that noticing and responding to unfair assumptions is part of building a respectful, inclusive classroom.
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 Students notice when gender-based comments or assumptions affect how included someone feels.
Empathy Students consider how unkind gender assumptions can affect a classmate's confidence or sense of belonging.
Respectful communication Students practise responding to unfair comments using respectful, fair language.
Critical thinking Students examine where gender assumptions come from and whether they are fair.
Inclusion Students reinforce that activities, interests and friendships are not limited by gender.
Belonging Students build a classroom culture where all students feel valued regardless of gender.
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 students not to name classmates or share personal stories about other people
Frame discussion around general examples and scenarios, not individual students
Make clear that no student is expected to speak on behalf of any group or identity
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe.
During delivery
Use everyday examples such as assumptions about sport, hobbies or chores
Give students time to discuss and respond to examples aloud
Reinforce that fairness and respect apply to everyone, regardless of gender
Allow students to respond through discussion or written reflection depending on confidence
Supporting safe discussion
Keep examples general rather than tied to specific students or situations
Remind students that respectful disagreement is okay, but unkind comments are not
Encourage students to use agreed support options if a discussion feels uncomfortable
Adaptation options
Use partner or small group discussion for confident classes
Use written or individual reflection for quieter groups
Spend more time unpacking examples if students need extra support identifying unfair assumptions
