Lesson 5: Empathy

In this lesson, we are learning to:

  • Practice listening and recall skills in a group game.
  • Represent the perspective of a peer in your class.
  • Identify what empathy is and when we have experienced it.


Episode: The Talented Mr Lachie - Lottie takes it upon herself to help Lachie find his talent for the upcoming talent show.

Find ‘The Talented Mr Lachie’ on NITV, Netflix or SBS On Demand.

'Deadly! What you going to be remarkable at?' – Eddie



Begin this lesson by engaging the class in a game of ‘Passion Pass-along’. This activity provides an opportunity for students to share their passions, learn about their peers, and reflect on what it means to listen to and understand the perspectives of others.

Ask students to gather in a circle. Use a stick or another object as the ‘microphone’ to support students to take turns and reinforce the practice of listening to others. Introduce the game as a way to learn about each other. Remind students that the differences between us and our peers can be celebrated, we must be respectful towards others when we share and learn about each other. 

Ask students to reflect on their passions before starting and provide some examples, such as playing footy, reading, climbing trees, cooking cakes, or drawing. Begin with a volunteer or assign a student to start the game. This student will share an activity they are passionate about. Encourage students to pick more than one passion, as the aim for each student is to share a passion that hasn’t been shared by anyone else.

As you go around the circle, challenge students to recall and list what the people before them said before sharing their own passion. For example, ‘Edward’s passion is football and mine is cooking’. As the number of students who have shared increases, the list of activities for each student to recite becomes longer.  


In a class discussion, have students discuss the passions shared, with a focus on consideration of everyone’s perspectives.

Invite students to reflect on their passions and the passions of their peers:

  • Compare three students’ passions, such as reading, sports, and singing.
  • Ask the class which passion is the ‘best’.
  • Allow the conversation to expand into perspectives and opinions, and how sometimes there is no best or worst, no right or wrong.

Lead the discussion towards the conclusion that there isn’t always a clear answer because we all hold our own truth, perspective and experience.


Explain to students that we all have a unique point of view: we communicate, learn and live our own way. We share some things in common with others, like being in the same class at school or enjoying playing the same game. Other things might be unique to us, such as our hobbies and interests.  

In the Eddies Lil’ Homies episode titled ‘The Talented Mr Lachie’, Lottie, Tal, Junior, Decks and Eddie become excited about an upcoming talent show when they see it advertised. It seems Lachie is the only one who isn’t interested in entering the competition.

In this episode, we notice that Lachie has a different perspective. His passion is reading – which may not have a place in a talent show. The group identify all the things Lachie is good at and what a helpful and valued friend he is, but they find themselves confused. Why doesn’t Lachie want to be in the talent show?

Empathy means being able to imagine the world from the perspective of another person.  

Ask students if they have experienced the following scenarios:

  • Have you ever offered a friend a cold drink on a hot day?
  • Have you ever noticed someone crying then asked if they were okay?
  • Have you ever understood when a friend didn’t want to play a game you love?
  • Have you ever supported someone at school to be brave when they felt shy, nervous, or scared?
  • Have you ever respected the choices or opinions of others (even when they are different to the choices you make and opinions you have)?


Have students form pairs by choosing a partner with a passion that they don’t understand or haven’t tried before.

Provide each pair with paper and pencils. For five minutes, one student will explain their passion in detail while the other student in the pair draws their peer undertaking the activity. Students could share who they do this activity with, what they wear, when it happens, how they feel, and so on. To add drawn details and gain a full understanding, students may need to ask clarifying questions and/or add keywords or symbols to the page. Students could switch roles and repeat the activity if time permits.


To enable students to demonstrate their understanding, ask volunteers to present their partner’s passion to the class. Encourage students to use the drawing as a tool, calling out and explaining the visual details.

In a class reflection, ask students to discuss how this task helped them to better understand – or empathise with – their partner.


Australian Curriculum Links

Years 1 and 2
Critical and Creative Thinking
Identify and explore relevant points in information provided on a topic.
Prioritise the information that is most relevant to the topic of study.
Identify and explore relevant information from a range of sources, including visual information and digital sources.
Identify and explain similarities and differences in selected information.
Explore different ways of using language to express preferences, likes and dislikes.
Explore the contribution of images and words to meaning in stories and informative texts.
Explore language to provide reasons for likes, dislikes and preferences.
Share ideas about stories, poems and images in literature, reflecting on experiences that are similar or different to their own by engaging with texts by First Nations Australian, and wide-ranging Australian and world authors and illustrators.
Respond to stories and share feelings and thoughts about their events and characters.
Explore and replicate the rhythms and sound patterns of literary texts such as poems, rhymes and songs.
Discuss how language and images are used to create characters, settings and events in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators.
Discuss literary texts and share responses by making connections with students’ own experiences.
Listen to and discuss poems, chants, rhymes and songs, and imitate and invent sound patterns including alliteration and rhyme.
Identify, reproduce and experiment with rhythmic sound and word patterns in poems, chants, rhymes or songs.
Interact in informal and structured situations by listening while others speak and using features of voice including volume levels.
Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning to understand and discuss texts listened to, viewed or read independently.
Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning when listening, viewing and reading to build literal and inferred meaning by drawing on vocabulary and growing knowledge of context and text structures.
Use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions.
Use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions.
Health and Physical Education
Identities and change
Investigate who they are and the people in their world.
Describe their personal qualities and those of others, and explain how they contribute to developing identities.
Interacting with others
Practise personal and social skills to interact respectfully with others.
Identify and explore skills and strategies to develop respectful relationships.
Personal and Social Capability
Social management
(Work collaboratively)
Share experiences of cooperation in play and group activities.
Identify cooperative behaviours in a range of group activities.
Social Awareness
Appreciate diverse perspectives
Acknowledge that people hold many points of view.
Demonstrate an awareness of the needs, emotions, cultures and backgrounds of others.
Describe similarities and differences
in points of view between themselves and people in their communities.
Describe similarities and differences between the needs, emotions, cultures and backgrounds of themselves and others.

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