Learning Objective

To understand and develop an attitude of gratitude by recognising how it feels to give and receive gratitude, and to appreciate the positive impact of the Gratitude Domino Effect on ourselves and others.

Success Criteria

• I can explain what gratitude means and identify ways to show it respectfully.
• I can describe the three categories on the Wheel of Gratitude: Others, Experiences, and Yourself.
• I can demonstrate through discussion and writing how giving gratitude makes me and others feel.
• I can explain the Gratitude Domino Effect and how practising gratitude creates a positive cycle.

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National Curriculum References

Personal, Social, Health and Economic Education (PSHE) – Health and Wellbeing

• Key Stage 2 (Year 4) - Social and Emotional Wellbeing: Pupils should learn strategies to maintain personal wellbeing and recognise the feelings and emotions of themselves and others.
• Statutory Guidance: Developing confidence and responsibility and making the most of pupils’ abilities, the importance of respecting others and behaving responsibly, and understanding what constitutes positive relationships.

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Lesson Outline (45 Minutes)

1. Starter – Retrieval Task (5 minutes)

Task: "Gratitude Quick-Fire"

• Use a whiteboard or flip chart. Write the heading: What is Gratitude?
• Ask pupils to shout out or share examples of when they have felt thankful recently (since last week).
• Prompt them to recall different ways to show gratitude (e.g., saying ‘thank you’, smiling, writing a card).
• Teacher writes their responses, highlighting key words: Thanks, Smile, Help, Card.
• Emphasise the idea that gratitude is a habit we can develop daily.

2. Introduction to Gratitude and the Wheel of Gratitude (7 minutes)

• Display a colourful “Wheel of Gratitude” divided into three categories: Others, Experiences, Yourself.
• Explain each category with examples:
  • Others: Thanking friends, family, teachers.
  • Experiences: Being grateful for a sunny day, a special event, a fun game.
  • Yourself: Feeling proud of your effort, skills, or being kind to yourself.
• Use teacher prompts to check understanding:
  • "What are the three types of things we can feel grateful for?"
  • "Can you give an example for each?"

3. Time to Chat – Sharing Gratitude in Pairs (8 minutes)

• Pupils pair up and take turns sharing something from each category they are grateful for.
• Encourage them to share how it feels both to give and to receive gratitude.
• Prompt for reflection:
  • "How did it feel to say something you are grateful for?"
  • "How did it feel when your partner said something kind to you?"

4. Activity – The Gratitude Domino Effect (10 minutes)

• Briefly explain the Gratitude Domino Effect:
  "When we show gratitude to others, it makes us feel good; then they feel good and want to give gratitude in return. This creates a chain or domino effect of kindness and happiness."
• Demonstrate with simple domino tiles or cards. When one domino falls (gratitude given), it knocks over the next (others feeling grateful) and so on.
• Pupils each say one way they can show gratitude to someone else in school or home.
• Use Happy Breathing Exercise – "For Kindness" (approx. 2 mins 15 secs) to help pupils prepare for speaking confidently.

5. Time to Journal (10 minutes)

• Children write in their journals:
  • One thing they are grateful for in each category on the Wheel of Gratitude.
  • How they could tell others that they are grateful for them (e.g., a note, a thank-you, a smile).
• Model a journal entry with the class using the board’s pen tool to demonstrate sentence starters and expression.

6. Recap and Review (5 minutes)

• Teacher-led discussion to review quiz questions:
  1. When can we show gratitude? (Answer: Whenever we feel thankful and in many forms.)
  2. What are the three categories of gratitude? (Others, Experiences, Yourself.)
  3. What is the Gratitude Domino Effect? (It’s when gratitude spreads and makes lots of people feel good.)
• End by reinforcing the key message: "Today, we have started developing an Attitude of Gratitude that helps us and everyone around us feel happier."

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Assessment / Formative Checks

• Observe participation in pair discussions sharing feelings about gratitude.
• Review journal entries for understanding of gratitude categories and ideas for expressing gratitude.
• Question and answer during recap to check comprehension of the Gratitude Domino Effect.

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Teacher’s Notes and Prompts

• Encourage pupils who are shy or anxious to use Happy Breathing before speaking.
• Emphasise the connection between gratitude and wellbeing, as per My Happy Mind programme principles.
• Reinforce that gratitude is not just about saying ‘thank you’ but showing appreciation in many ways.
• Highlight the social impact of gratitude to connect with PSHE curriculum goals about relationships and wellbeing.
• Remind pupils that practising gratitude regularly strengthens the habit – making it part of their daily lives.

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Extension Ideas

• Use domino cards in small groups to physically create a Gratitude Domino chain representing kindness actions.
• Create a gratitude wall or box in the classroom where pupils can post notes of thanks to others.
• Plan a gratitude project involving home and school to share thanks with family, friends, and staff.

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Retrieval Task (Detailed)

"Gratitude Quick-Fire"
Purpose: Activate prior knowledge and prepare learners for the new lesson content by recalling key vocabulary and examples relating to gratitude.

• Step 1: Ask pupils to quickly recall times they felt or showed gratitude since the last lesson.
• Step 2: Write down their ideas on the board and group them into categories.
• Step 3: Check understanding by asking:
  • When can we show gratitude?
  • What are different ways to show it?
  • What categories does gratitude fall into?

This task reinforces prior learning and sets the scene for understanding the Gratitude Domino Effect and how developing an attitude of gratitude benefits wellbeing and social relationships.

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This lesson plan meets the National Curriculum expectations for PSHE at Key Stage 2 by promoting social and emotional wellbeing, building respectful relationships, and understanding personal and social responsibilities, all critical to developing confident, kind, and reflective young people.