Embracing Change

Overview

Age Group: KS2 (Year 4-5; 8-10 years old)
Class Size: 8 Students
Duration: 60 minutes
Unit: Embracing Change Together (Lesson 1 of 14)
Topic: Introduction to Change
Subject: PSHE
Curriculum References:

• PSHE Association Programme of Study (Key Stage 2)
• UK Personal, Social, Health and Economic Education (PSHE) Framework
• Citizenship Education: Exploring identity and diversity
• Social and Emotional Aspects of Learning (SEAL) progression

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Lesson Objectives

By the end of the lesson, students will be able to:

• Define what change means and describe different types of change in their lives.
• Recognise that change is a natural and ongoing part of life.
• Identify feelings associated with change and understand coping strategies.
• Begin to develop a positive attitude towards change, fostering resilience.

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Resources

• Whiteboard and markers
• Large paper or flipchart sheets
• Sticky notes in different colours
• Emotion cards (illustrated with faces showing various feelings)
• “Change Timeline” worksheet (simple personal timeline for children)
• Scenario cards (examples of changes children might experience)
• A short animated video clip on change (approx. 3-4 mins) – Teacher to prepare or find relevant offline version
• Soft ball or “talking piece” for discussions

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Lesson Structure

1. Starter Activity – What is Change? (10 mins)

Purpose: Activate prior knowledge and get students thinking.

• Gather students in a circle using a ‘talking piece’ to encourage turn-taking and listening.
• Ask the group: “What does change mean to you?”
• Students share short ideas or examples; record key words on the board (e.g., growing taller, moving house, starting a new school).
• Teacher introduces and displays a simple definition:
  “Change means something becoming different or moving from one state to another.”
• Using emotion cards, invite students to choose feelings they associate with change and briefly explain why (e.g., excited, worried, happy, scared).

2. Whole Class Discussion & Video (10 mins)

• Watch the short animation about change and how it affects people.
• After the video, prompt discussion with questions:
  • What kinds of change did you see?
  • How did the characters feel?
  • Have you ever felt like that? Why?

3. Group Activity – Types of Changes (15 mins)

• Split class into 4 pairs (or groups of 2) so everyone participates — for 8 students, 4 groups max works best.
• Distribute scenario cards that depict different types of change:
  • Changes at home (e.g., new sibling, moving house)
  • Changes at school (e.g., new teacher, exams starting)
  • Physical changes (e.g., growing taller, losing baby teeth)
  • Social changes (e.g., making new friends, disagreements)
• Each group categorises their cards into types of change and discusses how they or someone else might feel during those changes.
• Groups then share their findings with the class briefly.

4. Personal Reflection – Change Timeline (15 mins)

• Introduce the “Change Timeline” worksheet: a simple timeline where students draw or list important changes they've experienced (e.g., first day at school, family trips).
• Model an example on the board.
• Students complete their timelines quietly.
• Encourage them to write or draw how they felt and what helped them during these changes.
• Once completed, invite 2-3 volunteers to share their timeline if comfortable.

5. Plenary – Embracing Change Together (10 mins)

• Circle time again with the talking piece.
• Ask:
  • What can help us when we face change? (e.g., talking to friends/family, thinking positively)
  • Why is it good to embrace change instead of fear it?
• Introduce a simple class mantra or affirmation related to change, such as:
  “Change helps me grow stronger and kinder.”
• Conclude by setting a gentle ‘challenge’ to notice one small change in their day or week and how they feel about it.

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Teacher Notes and Differentiation

• For students who find verbal expression challenging, allow drawing or use of symbols on the emotion cards.
• Support quieter children with a buddy system during group activities to encourage participation.
• Use positive reinforcement to praise openness and sharing.
• Tailor scenario cards and timeline complexity for individual learning needs.

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Links to UK Curriculum and Approaches

• The PSHE Association’s Programme of Study (2019) emphasises self-awareness and managing change, core themes of this lesson.
• The lesson fits within the Key Stage 2 objectives: “Physical, emotional and mental changes” and “How to manage risks and peer influence.”
• Promotes SEAL skills: managing feelings, empathy, and social skills.
• Incorporates pupil voice and reflection, central to UK educational approaches valuing wellbeing and active learning.
• Group work and paired discussion leverage social learning theories to build communication and relationship skills.

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Assessment and Reflection

• Ongoing formative assessment during discussions and group work to monitor understanding.
• Observation of engagement with emotion cards and timeline to assess emotional literacy development.
• Use the plenary reflections to gauge attitudes towards change and confidence in coping strategies.
• Plan adjustments for future lessons based on student responses and needs identified.

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This dynamic and active lesson will engage pupils in exploring a foundational life skill: understanding and embracing change with curiosity, empathy, and positivity.