Working With Others wellbeing lesson plan
A primary wellbeing lesson for Foundation students that helps Australian teachers introduce teamwork, friendship and shared respect through a structured, ready-to-teach lesson. Students learn what it means to be a good teammate, practising simple ways to include others, share and work together respectfully in everyday classroom situations.
Goal Setting, Mindset & Self-Worth
Snapshot
Working With Others
The lesson gives teachers a structured way to introduce teamwork and shared respect early in primary school.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Being a good teammate through friendship and shared respect
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 what it looks like when someone is being a good teammate
recognise everyday examples of sharing, turn taking and including others
recognise how their own actions can affect how included a classmate feels
Understand
understand why respect and fairness matter when working with others
understand that good teamwork includes listening as well as speaking
Practise
practise using simple phrases to invite a classmate to join in
practise sharing turns and taking part in group activities respectfully
practise noticing when someone might need help joining in
Who this lesson is for?
This lesson is designed for Foundation students who are beginning to learn about friendship, teamwork and shared respect.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
class culture and classroom expectation work
early friendship and teamwork skill building
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 classroom teamwork expectations Use when setting up early expectations for sharing, turn taking and group work.
Building a positive classroom culture Use when reinforcing friendship, respect and inclusion as part of everyday routines.
Starting new group work or partner activities Use when preparing students for cooperative tasks that require sharing and listening.
Reinforcing respectful communication Use when students need reminders about including others and speaking kindly during group activities.
Supporting inclusion in play and learning Use when helping students notice classmates who may need encouragement to join in.
Preparing for transition Use when students are moving into new groups, classes or activities and need shared expectations for working together.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Learning to work well with others is one of the earliest social skills students practise at school, shaping how confidently they take part in group activities and friendships. Teamwork is not only about getting along. It also involves noticing when someone needs encouragement to join in, sharing turns fairly and using respectful words during group tasks. This lesson supports a positive classroom culture by helping students understand that being a good teammate is something they can practise and build on, in everyday classroom and playground situations.
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 Students practise sharing turns and working together on group tasks.
Communication Students use simple phrases to include others and share ideas respectfully.
Social awareness Students notice when a classmate may need encouragement to join in.
Respect Students practise treating classmates fairly during group activities.
Self-awareness Students reflect on how their own actions affect others in a group.
Belonging Students reinforce that everyone can contribute and feel included in teamwork.
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 specific stories about other people
Frame discussion around general examples and scenarios rather than personal situations
Make clear that the lesson is about learning practical ways to work well with others, not identifying who is or isn't a good teammate
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 simple, relatable examples such as sharing turns, including a classmate in a game or listening to someone's idea
Give students time to practise phrases they can use to invite others to join in
Encourage students to reflect on their own actions rather than judging classmates
Allow students to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Use general examples rather than personal disclosures
Reinforce that everyone can be a good teammate with practice
Encourage students to speak to a trusted adult if they feel consistently left out
Adaptation options
Use partner talk or small group discussion for confident classes
Use drawing or simple reflection tasks for quieter groups
Spend more time on inclusion examples if students need extra support recognising when classmates need encouragement to join in
