Working With Others PSHE lesson plan
A primary PSHE lesson that helps UK teachers introduce teamwork, friendship and shared respect through a structured, ready-to-teach lesson. Pupils learn what it means to be a good teammate, why shared respect matters in group work and friendships, and how to put these skills into practice in everyday school situations. The lesson gives teachers a calm, practical way to talk about working with others, without needing extra planning time or materials.
Goal Setting, Mindset & Self-Worth
Snapshot
Working With Others
The lesson gives teachers a structured way to introduce teamwork and shared respect without needing to build a discussion from scratch.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Building teamwork skills and shared respect in friendships
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 working well with others and leaving someone out
identify everyday examples of teamwork, such as sharing tasks and taking turns
recognise when a group activity does not feel fair or respectful
Understand
understand why shared respect matters when working with others
understand how their own behaviour can affect how included others feel
Practise
practise simple language for including others in group work
practise listening to a different point of view during a shared task
practise responding respectfully when a group disagreement comes up
Who this lesson is for?
This lesson is designed for primary pupils who are developing their understanding of friendships, cooperation and working well with others. It suits pupils who are beginning to notice fairness in group situations and who benefit from clear, structured language for teamwork.
It is suitable for:
primary PSHE lessons
relationships education
pastoral care, circle time or form time
class culture and group work expectations
friendship and social skills development
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 teamwork and cooperation Use when pupils need simple language for sharing tasks, taking turns and including others.
Starting a group project or activity Use before group work to set expectations for respectful cooperation.
Revisiting class expectations Use when reinforcing inclusion, fairness and respectful behaviour during shared tasks.
Supporting friendship skills Use when pupils are building confidence with sharing, listening and including others.
Preparing for transition Use when peer groups are changing and pupils need clear expectations for working with new people.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about teamwork and shared respect.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils spend much of their school day working alongside others, in group tasks, playground games and shared projects. Learning how to be a good teammate gives pupils practical language and habits they can use in these everyday situations. Working well with others is not only about avoiding conflict. It is also about noticing when someone is being left out, valuing different contributions and understanding that shared respect helps a group work better together. This lesson supports a positive classroom culture by giving pupils a shared understanding of what teamwork looks like in practice, rather than treating it as something pupils are expected to know already.
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
Cooperation Pupils practise sharing tasks and taking turns during group work.
Communication Pupils use simple language to share ideas and include others.
Empathy Pupils consider how it feels to be left out of a group.
Inclusion Pupils recognise when someone is not being included and how to change this.
Self awareness Pupils reflect on how their own behaviour affects group tasks.
Conflict handling Pupils practise responding respectfully when a disagreement comes up.
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 specific group situations
Frame discussion around general examples rather than real incidents in the class
Make clear the lesson is about building teamwork skills, not identifying who has been unkind
Identify a trusted adult pupils can speak to if a group situation feels unfair
During delivery
Use general examples such as sharing tasks, taking turns and including others in a group
Give pupils time to practise simple phrases aloud before applying them
Reinforce that disagreements can be handled respectfully without pupils managing difficult situations alone
Allow pupils to respond through discussion, drawing or paired talk depending on confidence
Supporting safe discussion
Use scenarios rather than personal disclosures
Encourage pupils to speak generally rather than about specific classmates
Remind pupils they can speak to a trusted adult if a group situation feels unfair or unsafe
Adaptation options
Use paired discussion for pupils who are less confident speaking in a group
Use drawing or written reflection as an alternative to verbal sharing
Spend more time on inclusion examples if the class needs extra support with group work
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.
