Exploring Positive Relationships

Overview

This 35-minute PSHE session is designed for a class of 28 students, following the National Curriculum for England (Key Stage 2 PSHE curriculum: Health and Wellbeing & Relationships themes). The lesson aims to develop pupils’ understanding of the importance of different kinds of relationships, including self-relationship, friendships, family, and school peers, as well as promote emotional wellbeing through mindfulness techniques.

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Learning Objectives

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

• Recognise the value of different types of relationships (familial, peer, friendships, and self).
• Describe how relationships can support their feelings of being valued, loved, and connected.
• Practise calming and mindfulness techniques to foster emotional self-awareness and regulation.
• Reflect on positive qualities in themselves and others.

National Curriculum Links:

• PSHE Association Programme of Study for Key Stage 2:
  • Social and Emotional Wellbeing: “how to manage their feelings in a variety of situations”
  • Relationships: “recognising and respecting others’ feelings and viewpoints”, “how friendships support wellbeing”, “developing strategies to identify and manage relationships”
• Statutory guidance on teaching Relationships Education at primary school:
  • Pupils should “learn about their rights and responsibilities within relationships” and “the importance of mutual respect and caring for others.”

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Resources Needed

• Jigsaw Chime or similar soft percussion instrument
• Calm Me script (as provided) printed for the teacher
• Visual slide featuring “Calm Me” instructions and the concept of the ‘golden thread’
• A spacious classroom arrangement to enable sitting comfortably for a mindfulness activity
• Reflection journals or plain paper and coloured pencils for the activity afterward
• Timer/clock for managing breathing durations

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Lesson Structure

1. Welcome and Introduction (5 minutes)

• Briefly explain to children the focus of today’s session: “We will explore relationships — all the connections we share, with our families, friends, classmates, and most importantly, ourselves.”
• Ask students to give quick examples of some relationships they have (e.g., family, friends, teachers).

2. Calm Me Mindfulness Activity (12 minutes)

• Introduce mindfulness: explain how breathing and focusing can help calm the mind, improve concentration and help us appreciate our relationships.
• Use Slide 7 as a visual to guide the “Calm Me” script.
• Teacher leads the breathing exercise exactly as per the Calm Me script: posture, breathing, mental imagery of a special person, and soft chime sound.
• After finishing, gently ask: “Does your mind feel calm and ready to learn?” Briefly invite a few volunteers to share how they feel.

3. Group Discussion: Relationships that Matter (8 minutes)

• Facilitated discussion about why relationships with family, friends, classmates, and ourselves are important.
• Guide pupils to articulate positive impacts of these relationships on happiness and wellbeing (e.g., feeling loved, supported, listened to).
• Link back to the mindfulness activity: “When we think about special people, it can make us feel calm and happy inside.”

4. Reflection Activity: Drawing My Special Relationship (8 minutes)

• Distribute reflection journals/paper and colouring pencils.
• Ask pupils to draw an image or symbol representing a special person or relationship they thought of during the calming exercise.
• At the bottom, write or dictate a sentence about why this person or relationship makes them feel happy or cared for.
• Teacher circulates, offering encouragement and prompts to articulate feelings.

5. Plenary & Review (2 minutes)

• Invite 2-3 volunteers to share their drawings and sentences if comfortable.
• Teacher reinforces the importance of nurturing relationships and looking after ourselves.
• Reiterate calm breathing as a tool to help manage feelings in relationships.

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Assessment

• Informal observation of pupils’ participation in discussion and engagement during the mindfulness exercise.
• Review of pupils’ reflective drawings and accompanying sentences to gauge understanding of positive relationships.
• Teacher’s questioning during plenary to check comprehension and emotional connection with topic.

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Differentiation

• Provide additional verbal support and simplified instructions for pupils who need it.
• Allow pupils who find drawing difficult to write or verbally describe their special relationship.
• Encourage quieter pupils to reflect quietly or share in smaller group pairs.

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Extensions and Next Steps

• Encourage pupils to practise the ‘Calm Me’ breathing exercise at home or during school times when feeling stressed.
• In subsequent lessons, explore how to build healthy friendships and resolve conflicts respectfully, aligned with the National Curriculum’s Relationship Education theme.
• Integrate role-play activities focusing on empathy and listening skills in later PSHE lessons.

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Teacher’s Reflective Notes

• Gauge students’ emotional responses carefully during mindfulness and be prepared to provide support.
• Use students’ reflections to identify those who may benefit from further social support or Emotional Literacy interventions.
• Consider linking with school wellbeing team for extended activities or resources.

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By combining a calm, mindful practice with reflective and interactive discussion, this lesson aligns seamlessly with statutory requirements and engages children in a meaningful exploration of relationships that nurture their emotional wellbeing and social competence.