Engaging with Courage

Overview

This 45-minute lesson introduces Year 7 students to the concept of courage as a key factor in building resilient relationships. Through reflective discussion, storytelling, and group activities, students will explore their own emotions, develop emotional literacy, and understand how courage supports positive interactions and problem-solving within relationships. This session aligns closely with the PSHE (Personal, Social, Health and Economic) Education framework within the National Curriculum for England, particularly focusing on developing emotional wellbeing, self-awareness, and social skills.

National Curriculum Link

• PSHE Education Programme of Study:
  • Core Theme 1: Health and Wellbeing
    • Pupils should know:
      • The characteristics of positive and healthy friendships and the importance of respect, boundaries and consent.
      • To recognise and manage ‘dares’
      • How to identify and talk about feelings, including when things feel difficult or worrying
      • How to respond proportionately to, and manage, feelings in different situations
      • Strategies to develop resilience and cope with challenges
  • Key Stage 3 Programme of Study (relevant foundational skills for Year 7):
    • Develop self-awareness and self-regulation
    • Develop skills to express feelings clearly and sensitively
    • Understand how courage and assertiveness can support wellbeing and relationships

Learning Objectives

By the end of the lesson, students will:

1. Identify a range of emotions that relate to courage and vulnerability in relationships.
2. Reflect on personal experiences where courage has influenced their interactions.
3. Explain how courage supports building resilient relationships and facing challenges.
4. Practise using emotional vocabulary to articulate feelings in a safe environment.

Resources

• Emotion cards (words + simple emojis)
• Courage situation scenarios (age-appropriate) printed on cards
• Whiteboard and markers
• Paper and coloured pens for student reflection
• ‘Courage Story’ – a short, engaging story (pre-prepared by teacher)

Lesson Structure

1. Starter Activity – Emotion Snap (7 minutes)

• Purpose: Activate emotional vocabulary and get students thinking about feelings connected to courage.
• Activity:
  • Display several emotion cards (e.g., nervous, excited, proud, scared, hopeful).
  • Students are asked to “snap” (raise hand) when they hear an emotion connected to courage.
  • Quick discussion: What do these emotions have in common? Can courage involve feeling scared or nervous?

2. Teacher Presentation & Storytelling (8 minutes)

• Purpose: Introduce courage in context of relationships.
• Activity:
  • The teacher shares a short story about a young person who shows courage in a difficult social situation (e.g., standing up for a friend being excluded or sharing a personal worry).
  • Highlight key emotions felt, challenges faced, and how courage helped.
  • Throughout the story, pause to ask students what emotions the character might be feeling.

3. Group Discussion – Mapping Courage in Our Lives (10 minutes)

• Purpose: Foster peer learning and personal reflection on courage.
• Activity:
  • In pairs, students discuss: “Can you think of a time when you or someone you know showed courage in a relationship?”
  • Use scaffolding questions: What emotions did you feel? How did courage help? How did it affect the relationship?
  • Pairs share summaries with the whole class. Teacher charts common themes on the whiteboard.

4. Scenario Role-Play (15 minutes)

• Purpose: Practice emotional expression and courageous communication in relationships.
• Activity:
  • Distribute different scenario cards depicting common Year 7 relationship challenges requiring courage (e.g., apologising after a disagreement, including someone new, refusing peer pressure).
  • Students form small groups (3-4) to role-play their scenario, focusing on expressing emotions clearly and showing courage.
  • Teacher monitors and supports with prompts to use emotional vocabulary and encourage respectful communication.
  • If time allows, some groups volunteer to perform their role-play for the class.

5. Reflection and Plenary (5 minutes)

• Purpose: Embed learning and self-awareness.
• Activity:
  • Students write a short personal reflection on one way they can use courage this week to support their relationships.
  • Volunteers share reflections if comfortable.
  • Summarise key ideas: courage involves recognising feelings, stepping out of comfort zones, and helps us build stronger, resilient relationships.

Assessment

• Formative assessment through observation during discussions, role-plays, and reflections to ensure students are grasping emotional vocabulary and the role of courage.
• Use student reflections to gauge individual understanding and attitudes towards courage in relationships.

Differentiation

• Provide emotion cards with images for students who need additional support with vocabulary.
• Encourage more confident students to explore complex emotions (e.g., vulnerability, shame, pride).
• Pair students strategically to support those who may feel shy or anxious during discussions and role-plays.

SEND Considerations

• Prepare additional visual supports and prompts for students with language difficulties.
• Allow extra time for processing questions and forming responses during discussions.
• Provide alternative ways to participate (e.g., drawing emotions instead of speaking).

Cross-Curricular Links

• English: Developing spoken language confidence and storytelling skills.
• Citizenship: Understanding how personal courage affects community and relationships.
• Drama: Role-play and empathy development.

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This lesson sets the foundation for exploring resilience across the following six lessons by building language, awareness, and confidence in courage and emotions fundamental to healthy relationships.