Negotiation and Feedback PSHE lesson plan
A primary PSHE lesson for Years 3 and 4 that helps UK teachers introduce negotiation, feedback and respectful communication through a structured, ready-to-teach lesson. Pupils learn how to find the right words when sorting out differences with friends, and practise giving and receiving feedback in a respectful way. The lesson gives teachers a calm, structured way to build everyday communication skills pupils can use in friendships and group work.
Healthy Relationships & Communication
Snapshot
Negotiation and Feedback
This lesson gives teachers a structured way to introduce negotiation and feedback as everyday friendship skills. Feedback: 4.5/5 average rating from 107 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Finding the right words to negotiate and give feedback respectfully
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 when a disagreement with a friend needs to be talked through rather than ignored
recognise the difference between giving feedback and criticising someone
recognise that everyone has a right to share their point of view respectfully
Understand
understand why finding the right words can help sort out differences more calmly
understand that negotiation involves listening as well as speaking
Practise
practise using respectful language to explain how they feel in a disagreement
practise giving feedback in a way that is honest but kind
practise responding to feedback from a friend without becoming defensive
Who this lesson is for?
This lesson is designed for pupils in Years 3 and 4 who are building on early friendship skills and starting to manage more complex peer interactions, such as sorting out disagreements or sharing feedback with others.
It is suitable for:
primary PSHE lessons
relationships education
pastoral care, circle time or form time
friendship and communication skills work
group work or collaborative learning preparation
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 negotiation and feedback skills Use when pupils need a starting point for talking through disagreements calmly.
Building classroom culture Use when reinforcing respectful communication and shared respect among peers.
Preparing for group work Use when pupils are about to work in pairs or groups and need shared language for giving feedback.
Reinforcing friendship skills Use when pupils need extra practice negotiating fairly with friends.
Supporting inclusion Use when helping pupils practise respectful ways to share differing opinions.
Following friendship disagreements Use to support structured discussion after pupils have found it hard to sort out a difference of opinion.
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 simple, practical language for sorting out differences and giving feedback long before disagreements become bigger problems. Negotiation and feedback are skills pupils use constantly in friendships, group work and everyday classroom life, whether they are deciding on a game, sharing an opinion or responding to something a friend has said. Teaching this early gives pupils a shared way to talk through differences calmly, rather than relying on arguing, ignoring the issue or involving an adult straight away for every small disagreement. This lesson supports a classroom culture where pupils feel confident using respectful language, listening to different points of view and treating feedback as a normal part of working and playing together.
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 finding clear, respectful words to explain their point of view.
Active listening Pupils practise listening to a friend's perspective before responding.
Emotional regulation Pupils consider how to stay calm when receiving feedback they did not expect.
Empathy Pupils think about how their words might affect a friend during a disagreement.
Conflict resolution Pupils practise negotiating a fair outcome rather than insisting on one view.
Respect for others Pupils reinforce that differences of opinion can be sorted out without unkindness.
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 scenarios rather than personal disputes
Make clear that the lesson is about finding respectful words, not deciding who is right
Identify how pupils can seek support from a trusted adult if a disagreement feels hard to manage
During delivery
Use everyday examples such as disagreeing about a game or sharing feedback on a piece of work
Give pupils time to practise phrases aloud or in pairs
Reinforce that negotiation involves listening as well as speaking
Allow pupils to respond through discussion, written reflection or paired talk depending on confidence
Supporting safe discussion
Encourage pupils to focus on how they feel rather than blaming a friend
Remind pupils that feedback should be honest but kind
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 talk for confident groups
Use written reflection or drawing for quieter pupils
Spend more time on listening skills if pupils find this harder than speaking
