Kindness and Respect

Class Details

• Age group: P5 (9-10 years old)
• Class size: 8 students
• Duration: 45 minutes
• Subject: PSHE
• Curriculum: Curriculum for Excellence (CfE) – Health and Wellbeing

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Learning Intentions (CfE Experiences and Outcomes)

By the end of this lesson, pupils will be able to:

• HWB 2-04a: Understand what makes friendships and relationships positive and how to contribute to a safe and supportive environment.
• HWB 2-06a: Recognise the impact of their own behaviour on others and understand the importance of kindness and respect.
• HWB 2-07a: Explore feelings associated with being treated kindly or unkindly, including through rumours, bullying, and difficult situations.
• HWB 2-09a: Develop skills to work cooperatively with others and create agreements or charters that promote respectful behaviour.
• HWB 2-11a: Participate in activities that promote wellbeing, including mindfulness to support emotional regulation.

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Resources Needed

• Comfortable circle seating arrangement
• A “talking piece” (an object to hold when speaking)
• Large paper or whiteboard for class charter creation
• Markers/pens
• Mindfulness bell or soft chime sound (optional)
• Printed kindness prompt cards (optional)

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Lesson Structure

Time	Activity	Description	CfE Focus & Skills Developed
0–5 mins	Settling and Mindfulness	Begin with a short mindfulness exercise to help pupils feel calm and centred. Introduce simple breathing techniques: “Breathe in for 3, out for 4”. Use a soft chime to signal closing eyes and relaxation.	HWB 2-11a: Develop emotional regulation skills through mindfulness.
5–25 mins	Circle Time Sharing – Kindness Stories	Each pupil shares a time when kindness from a teacher or peer helped them feel safe or happy. Use the “talking piece” to ensure respectful listening. If any pupil needs support, phrases or kindness prompt cards help them articulate their stories. The teacher models empathetic listening and validates responses.	HWB 2-04a, HWB 2-06a, HWB 2-07a: Express feelings and recognise kindness impacts; develop empathy and respectful listening skills.
25–40 mins	Creating a Class Charter	Guided by stories shared, co-create a Class Charter outlining positive behaviours that promote kindness, respect, and discourage rumours. Write the charter visibly on large paper or whiteboard. Discuss each statement, ensuring children understand the impact of kindness and the harm caused by rumours.	HWB 2-09a: Develop cooperative skills and establish shared values; foster a respectful learning environment.
40–45 mins	Reflection and Closing Circle	Pupils reflect on how the charter can make the classroom safer and happier. Each offers one word about how kindness makes them feel. Teacher summarises and praises participation. Close with a calming breath before the day's transition.	HWB 2-04a, HWB 2-07a: Consolidate understanding of wellbeing and relationships; promote self-awareness and respect.

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Detailed Activity Breakdown

Settling and Mindfulness (5 minutes)

• Welcome pupils warmly and explain the importance of starting the lesson feeling calm and safe.
• Guide them through a simple breathing technique: “Breathe in for 3 seconds, breathe out for 4 seconds.” Repeat this 3 times slowly.
• Use a mindfulness bell or soft chime to deepen the calm atmosphere.
• Explain that feeling calm helps us listen better to each other.

Circle Time Sharing – Kindness Stories (20 minutes)

• Arrange pupils in a circle, describing the use of the “talking piece” to indicate whose turn it is to speak.
• Encourage each pupil to share a positive experience where kindness from a teacher or friend made them feel safe or happy.
• Provide sentence starters on prompt cards if needed, e.g., “I felt happy when…”, “A time someone was kind to me was…”
• Teacher listens actively, showing empathy and encouraging peer respect.
• Emphasise that kindness is powerful and rumours or unkind words hurt others' feelings.

Creating a Class Charter (15 minutes)

• After all stories are shared, facilitate a group brainstorming session for positive behaviours. Examples drawn from the stories might include:
  • “We speak kindly to each other.”
  • “We listen carefully when someone is talking.”
  • “We don’t spread rumours or talk about others behind their backs.”
  • “We help each other feel safe and happy.”
• Write these on the board or a large sheet, inviting pupils to contribute and agree on statements.
• Frame the charter as a “promise" or shared agreement to help everyone feel respected and cared for.
• Emphasise how following this charter helps the whole class feel safer and happier.

Reflection and Closing Circle (5 minutes)

• Ask each pupil to say one word describing how kindness makes them feel (e.g., safe, happy, calm).
• Summarise the importance of kindness and respect in school life.
• Remind pupils that the class charter is something they can all use every day.
• End with a final calming breath to return to readiness for the next activity.

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Assessment Opportunities

• Formative Assessment: Teacher observes listening skills, respectful turn-taking, and understanding of kindness concepts during circle time.
• Peer Assessment: Pupils validate each other's contributions and show empathy in responses.
• Self-Assessment: Pupils reflect on their own behaviour through discussion, and in future lessons revisit the charter to self-monitor.
• Teacher Annotation: Record notes on pupil understanding related to kindness, respect, and impact of rumours in the class log.

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Additional Notes for Teachers

• This lesson integrates emotional literacy and social skills, core to CfE’s Health and Wellbeing framework, fostering positive school relationships.
• The circle time structure nurtures inclusive participation and safe sharing.
• Mindfulness adds emotional self-regulation practice in alignment with wellbeing outcomes.
• Tailor kindness prompt cards or story starters to the particular sensitivities/experiences of your class if needed.
• Display the class charter prominently in the classroom for daily reinforcement.
• Consider revisiting or evolving the charter through the year to build ownership and reflect on real-life scenarios.

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This approach not only harmonises CfE Health and Wellbeing outcomes but also empowers pupils to build empathy, respect, and trust, laying a strong foundation for a supportive learning community.