Coping with Change

Overview

This 60-minute lesson is designed for Year 6 students to explore the theme of coping with change, addressing both school-related and external changes. It engages students in recognising the types of changes they may experience, distinguishes between changes within and beyond their control, and develops strategies to manage emotions and responses positively. The content aligns closely with the PSHE Programme of Study for Personal Wellbeing and Relationships, reinforcing skills recommended by the National Curriculum for England (DfE, 2021).

---

National Curriculum Links

PSHE Education: Health and Wellbeing (Key Stage 2)

• Pupil understanding: Increasing independence and managing transitions (such as moving to secondary school).
• Learning about: The changes that occur in themselves and others, recognising what they can and cannot control, and ways to manage feelings associated with change.
• Building skills: Developing strategies to cope with challenging situations, emotional regulation, and fostering resilience.

Specific objectives addressed:

• Recognise what positively and negatively affects their physical, mental and emotional health (including the media).
• Identify strategies to improve or support their own and others’ mental health and wellbeing.
• Understand the changes that happen as they grow and develop, including transitions.
• Develop skills to manage feelings, including those linked to change and loss.

---

Learning Objectives

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

1. Describe different types of changes that can happen at school and outside school.
2. Identify which changes they have control over and which are outside their control.
3. Share and practise strategies to cope with changes positively and resiliently.
4. Reflect on how their reactions to change can affect their wellbeing and relationships.

---

Resources Needed

• Large paper or whiteboard
• Markers/pens
• Scenario cards (describing different types of change)
• Sticky notes or small cards for student reflections
• Feelings/emotions chart (optional)
• “Change Tree” worksheet (for plenary) – see instructions below

---

Lesson Breakdown (60 minutes)

1. Starter Activity – Sharing Change Experiences (10 minutes)

• Begin with a circle discussion: ask pupils to share any recent change they have experienced (e.g., new teacher, moving house, new sibling, starting a hobby).
• Write examples on the board under two headings: At School and Outside School.
• Highlight diversity of changes and gently introduce idea that some changes we choose, others happen to us.

2. Group Sorting Challenge – Control or No Control? (15 minutes)

• Split class into 6 groups of 5 pupils.
• Give each group 3-4 scenario cards describing changes (examples below).
• Pupils decide together whether the change is something they can control or not, placing cards under “Control” or “No Control” headings on a large sheet or board.
• Scenario examples:
  • Changing friendship groups at school (Control)
  • Moving to a new town (No Control)
  • Starting a new club (Control)
  • Parents separating (No Control)
  • Forgetting homework (Control)
  • Storm damage stopping outdoor play (No Control)
• Discuss as a class and write key points on board.

3. Resilience Strategies Discussion (15 minutes)

• Present and discuss strategies to cope with change: talking to trusted adults/friends, staying positive, focusing on what they can do, practising new skills, mindfulness, and asking for help.
• In pairs, pupils share which strategies they think might help them personally in a difficult change situation and why.
• Volunteers share ideas to the class.
• Teacher emphasises self-awareness and emotional regulation as part of resilience.

4. Reflective Activity – “The Change Tree” (15 minutes)

• Pupils receive the “Change Tree” worksheet: a tree with roots, trunk, branches, and leaves.
• Instructions:
  • Roots: Write changes they have no control over.
  • Trunk: Write changes they can influence or control.
  • Branches: Write strategies they can use to cope with change.
  • Leaves: Write positive outcomes or feelings they hope to achieve by coping well with change.
• Pupils work quietly, then share a few reflections voluntarily.

5. Plenary – Emotional Check-in & Commitment (5 minutes)

• Use a quick emotional scale (e.g., 1-5 faces showing worried to confident).
• Ask pupils to think about: “After today, how ready do you feel to cope with change?” and indicate on the scale by holding up fingers.
• Invite a few pupils to share one thing they will do next time they experience change.
• Teacher closes with reassurance that change is normal, and support is always available.

---

Assessment Ideas

• Formative: Observe group discussions and note understanding during sorting and paired work.
• Reflective: Review “Change Tree” worksheets for clarity of thought on control and coping strategies.
• Self-assessment: Emotional scale at plenary to self-identify confidence levels.
• Peer feedback: Sharing strategies and listening respectfully to others’ ideas.

---

Extension and Differentiation

• For EAL or lower literacy learners: Provide pictorial scenario cards and sentence starters for discussions.
• For more able learners: Extend discussion to include how media and society influence feelings about change and explore coping within those contexts.
• Homework: Write a diary entry about a change they anticipate and how they plan to manage it.

---

Teacher Tips

• Create a calm, safe environment for sharing sensitive experiences.
• Emphasise confidentiality and respect during discussions.
• Be ready to provide individual follow-up support for pupils identifying difficult personal changes.
• Use real examples from your school context to enhance relevance.

---

This lesson plan follows the PSHE Association Guidance and the statutory requirements of the National Curriculum for England to provide pupils with knowledge and skills to thrive through times of change. It supports holistic wellbeing and sets foundations for resilience as pupils approach the transition to secondary school.