All Toys for All Kids wellbeing lesson plan
All Toys for All Kids is a primary wellbeing lesson for Year 1 that helps Australian teachers introduce fair play, inclusive choices and respect for different interests through a structured, ready-to-teach lesson. Students learn to recognise that toys and play interests are for everyone, understand why assumptions about who can play with what can be unfair, and practise including others based on shared interests rather than stereotypes.
Diversity, Equality & Society
Snapshot
All Toys for All Kids
The lesson gives teachers a structured way to introduce inclusive play and fair choices in everyday classroom life.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Letting interests guide play and recognising fair, inclusive choices
Lesson Format
Teacher-led discussion and structured activities
What students will learn
By the end of the lesson, students will be supported to:
Recognise
recognise that children can have different interests in toys, games and play
recognise when assumptions are being made about who can play with what
identify examples of play choices that leave someone out
Understand
understand that fair play means letting interests, not assumptions, guide who joins in
understand that culture and background can shape interests without limiting them
Practise
practise including others based on shared interests rather than stereotypes
practise using fair, respectful language when talking about toys and play choices
show ways to invite someone into a game or activity
Who this lesson is for?
This lesson is designed for Year 1 students who are beginning to learn about fairness, inclusion and respecting different interests in play.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care or circle time sessions
class culture and inclusion work
early diversity and belonging lessons
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 inclusion and fair play Use when students need simple language for choosing play partners and activities fairly.
Building classroom culture Use when reinforcing that everyone is welcome to join in, regardless of assumptions about interests.
Exploring diversity and identity Use when introducing diversity, culture and identity in an age-appropriate, practical way.
Supporting inclusion during play based activities Use when students are learning to invite others into games rather than leaving them out.
Reinforcing respectful communication Use when students need to practise fair, respectful language about toys and play choices.
Preparing for transition Use when new students are joining the class and play groups are forming.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students form ideas about fairness and belonging early, often through everyday decisions about who can play with what. Simple assumptions about toys, games or interests can unintentionally leave someone out of play. Teaching students to let interests guide play, rather than assumptions about culture, identity or background, builds an early foundation for inclusion and respect. It helps students recognise that everyone can enjoy the same toys and activities, and that fairness is something they can practise in everyday classroom choices. This lesson supports a classroom culture where students feel confident including others, and where differences in interest, culture or background are seen as something to respect rather than a reason to exclude.
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
Inclusion Students practise inviting others into play based on shared interests.
Fairness Students learn to recognise when assumptions limit who gets to join in.
Respect for diversity Students consider how culture and background can shape interests without limiting them.
Empathy Students think about how being left out of play can feel.
Belonging Students reinforce that everyone deserves to feel included in play.
Communication Students practise respectful language when talking about toys and play choices.
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 stories about other people
Frame discussion around general examples of toys and play, not personal accusations
Avoid asking students to speak on behalf of a particular culture, identity or background
Identify trusted adults students can speak to if a play or inclusion issue comes up
During delivery
Use simple examples such as assuming a toy is only for certain children
Give students time to practise inclusive language aloud
Keep examples general rather than tied to one specific culture or identity
Allow students to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Reinforce that differences in interest or background are something to respect, not a reason to exclude
Use scenarios rather than personal disclosures when discussing play choices
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe.
Adaptation options
Use partner talk or small groups for confident classes
Use drawing or simple sentence starters for younger or quieter students
Spend more time on everyday examples if students need support connecting ideas to their own play
