Friendship Kindness

Overview

In this 7th lesson of 10, students explore how friends help us feel happy and safe. They practise using kind words, taking turns, sharing fairly, and solving small disagreements in positive ways through short role-play scenarios.

Learning intentions

• WALT use kind words to help friends feel included.
• WALT practise sharing and taking turns in everyday friendship situations.
• WALT notice when someone needs help and respond appropriately.
• WALT talk about boundaries in simple ways: “I don’t like that” and “You can’t”/“Please ask” when needed.

Success criteria

• I can say kind words (e.g., “You can have a turn.” “Thanks for sharing.”).
• I can take turns and share with a friend.
• I can use a friendly problem-solver: “What happened? What can we do next?”
• I can recognise simple boundaries and respond safely (use words; get a teacher if it keeps happening).

Curriculum links

• Health Education: Relationships — Self and others (listening, sharing, using kind words helps people get along; it can be hard when someone feels upset or left out).
• Health Education: Relationships — Boundaries and staying safe (express needs respectfully; recognise others’ boundaries; respond appropriately to different outcomes).
• Health Education: Relationships — Boundaries and staying safe (role-play around sharing, taking turns, and solving disagreements positively).

Lesson structure (60 minutes)

1. 0–5 min · Welcome and wellbeing check-in. Teacher greets students and shows two picture cards: “Happy with friends” and “Upset/lonely.” Students point to the picture that matches how they feel today, then share one quick sentence with a partner: “Today I feel…”

2. 5–12 min · Big idea talk: What makes a good friend? Teacher asks: “What do friends do to help us?” and records student ideas in three columns: Kind words, Sharing/turns, Helping. Students suggest one idea each and imitate one example phrase as a class (e.g., “Can I have a turn?” “You can go first.”).

3. 12–20 min · Teacher modelling: Kind words and helping. Teacher demonstrates two mini-scripts with volunteers (or teacher + one student):

• Script A (sharing): one child has a toy; the other child wants it—use a turn-taking sentence.
• Script B (helping): someone drops pieces or looks stuck—use a helpful, respectful offer. Students watch, then answer as a class: “What kind words did we hear?” and “How did we help in a safe way?”

4. 20–33 min · Role-play carousel (stations). Teacher explains rules: Use gentle voices, use our words, hands stay to self, and we practise solutions (not put-downs). Students rotate in pairs to three quick stations; each station lasts about 4–5 minutes.

• Station 1: “Sharing time” (block set or crayons). Prompt: “What can we say when we want it?”
• Station 2: “Turn taking” (game with counters). Prompt: “What can we say to solve the turn problem?”
• Station 3: “Help when someone feels left out or stuck.” Prompt: “What can we do next to include them?” Teacher uses a simple observation checklist: kind words used, turns taken/shared, problem solved respectfully, safe boundaries.

5. 33–45 min · Group problem-solving: Friendly disagreement. Teacher reads a short classroom scenario (age appropriate): “Two friends both want to be first in line for the bikes. One child grabs the spot.” Teacher pauses at three points and asks:

• “What is the problem?”
• “Whose feelings might be hurt or left out?”
• “What should we say or do next?” Students choose one solution sentence from the class list and practise it with a partner: “Let’s take turns.” “Please wait.” “I feel upset. Can we fix it?”

6. 45–53 min · Boundaries mini-practice: ‘Respect and stop’. Teacher shows a simple boundary cue card with drawings: “That’s not okay for me.” and “Please stop.” Teacher models what to do:

• Use a respectful message: “Please stop.”
• Move to a safer spot and tell a teacher if it continues. Students practise the boundary message once as a group and then in pairs with a “Stop, breathe, say it” routine.

7. 53–60 min · Exit ticket: My friendship choice. Teacher hands each student one small worksheet/strip with three picture prompts: Sharing, Kind words, Help/Boundaries. Students draw a happy face solution and copy one sentence starter:

• “You can have a turn…”
• “Thanks for sharing…”
• “Please stop. I don’t like that…” / “I’ll tell a teacher.” Teacher collects and quickly scans for understanding.

Resources

• Picture cards: happy/left out, kind words, sharing/turns, helping, boundaries
• Role-play scenario cards (3–4 per station)
• Manipulatives for stations (crayons, blocks, counters) and one simple turn-taking game
• Student observation checklist for teacher (4 focus items)
• Exit ticket strips/worksheets with sentence starters and picture prompts
• Timer for station rotations
• Calm-down or “safe spot” sign (optional)

Assessment

• Formative observation during role-play: uses kind words, shares/takes turns, responds positively to disagreement.
• Quick oral checks: students identify the kind words and the next step in scenarios.
• Exit ticket: draws one correct friendship behaviour and selects an appropriate sentence starter (including at least one boundaries response across the class).

Differentiation

• Support: provide sentence starters, model answers, and allow students to practise with a trusted peer first.
• Support: use visuals and gestures for “kind words,” “turn taking,” and “please stop.”
• Challenge/extension within the task: ask students to add a reason or feeling word (“I feel upset because…” “I feel happy when…”).
• EAL/SEN: allow pointing to pictures instead of full sentences if needed; pre-teach key phrases (“Your turn,” “My turn,” “Please stop,” “Let’s take turns”).