Healthy Friendships

Overview

In this first lesson of the unit, students explore what friendship is and identify qualities of positive, supportive friendships. They connect friendship qualities to wellbeing by practising respectful communication and recognising that feelings and needs can differ.

Learning intentions

• WALT define friendship and distinguish it from other types of relationships.
• WALT identify qualities that make friendships positive and beneficial.
• WALT recognise how emotions and communication can affect friendships.
• WALT practise respectful ways to show care and include others.

Success criteria

• I can explain what friendship means using my own words.
• I can name at least three qualities of healthy friendships and justify why they matter.
• I can describe how respectful communication helps keep relationships safe and positive.
• I can use kind, non-judgemental language when discussing friendship scenarios.

Curriculum links

• Te Mātaiaho Health and PE — Self and others: Handling tricky social situations involves managing emotions, setting boundaries, and resolving conflict in ways that protect wellbeing while keeping relationships intact.
• Te Mātaiaho Health and PE — Health Education (Relationships): Friendships and respectful communication, including empathy and respectful ways of relating to others, link to staying safe and wellbeing.
• Te Mātaiaho Health and PE — Self and others: Developing skills in respectful communication and empathy within relationships.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and norms. Teacher sets a respectful discussion routine (listening, using “I” statements, right to pass) and states the unit focus “Building Healthy Friendships.” Students complete a quick think: “One word I associate with friendship is…”

2. 5–15 min · Hook: What makes someone a friend? Teacher shows 3 short, plain statements on the board (e.g., “They play with me,” “They help me when I feel left out,” “We agree on everything”). Students decide which statements describe friendships (not just acquaintances) and share a reason with a partner.

3. 15–25 min · Direct teach: Friendship definition and qualities. Teacher co-constructs a class definition of friendship and introduces 5–6 “healthy friendship qualities” (examples: trust/respect, kindness, inclusion, honesty, shared fun, support during hard moments). Students record a simple “Qualities of Friendship” graphic organiser and choose two qualities they value most, adding a short reason.

4. 25–40 min · Group sorting: Positive vs harmful (emotions + communication). Teacher gives each group scenario cards showing friendship situations (e.g., teasing that hurts feelings; asking to join; ignoring someone; celebrating a win; gossiping; apologising after a mistake). Students sort each into “Supports positive friendship” / “Can harm friendship” and label what emotion/communication choice is happening (e.g., empathy, respect, or disrespect).

5. 40–52 min · Skills practice: “I notice / I feel / I need / I ask.” Teacher models one response using the sentence frame: “I notice ___, I feel ___, I need ___, I ask ___.” Students practise in pairs using one scenario from the sorting activity, choosing language that protects wellbeing and keeps relationships intact (no put-downs, no sarcasm).

6. 52–58 min · Whole-class debrief: What helps friendship last? Teacher leads reflection: “How do qualities and communication help friendship stay healthy over time?” Students share one insight and one question they still have.

7. 58–60 min · Exit ticket. Teacher asks: “Write one quality of healthy friendship and explain how respectful communication shows that quality.”

Resources

• Scenario cards (printed) showing a range of friendship situations
• “Qualities of Friendship” graphic organiser (one per student)
• Sentence frame strip: “I notice / I feel / I need / I ask”
• Sticky notes or small cards for sorting activity
• Class anchor chart paper or whiteboard space
• Timer
• Student notebooks or workbook pages for recording definitions and exit tickets

Assessment

• Teacher observation during partner share and group sorting (listening, respectful language, ability to justify choices).
• Check students’ graphic organiser for accurate identification of friendship qualities and clear reasons.
• Exit ticket (quality of explanation and use of respectful communication ideas).

Differentiation

• Provide sentence starters for students who need support (e.g., “A friend shows care by…”, “Respect means…”).
• Offer a simplified scenario card set for some students while still allowing full participation in skills practice.
• Extension for students ready to go further: ask them to add an example of how a friendship quality can look different across cultures/families, while still being respectful.
• Support for EAL/SEN students: pre-teach key terms (friendship, respect, inclusion, empathy) with brief examples; allow oral responses recorded by teacher if needed.

Extension (optional)

• None for this lesson.