Finding Support

Lesson Overview

Subject: PSHE
Year Group: Year 6
Unit: Healthy Relationships Matter (Lesson 3 of 3)
Duration: 45 minutes
Curriculum Links: PSHE Association Programme of Study (Core Theme 1: Health and Wellbeing, Core Theme 2: Relationships)
Learning Objectives:

• Understand why seeking support is important when feeling uncomfortable or unsafe.
• Identify trusted adults and resources for support.
• Practise effective ways to approach trusted individuals for help.

Lesson Structure

Starter Activity (10 minutes) – The Safety Net

1. Brainstorm (5 minutes) – Display the question: "Who are the people in our lives that we can talk to when we feel uncomfortable or unsafe?" on the board.

   • Students discuss in pairs, then share ideas as a class.
   • Record responses on a large sheet or board (e.g., family, teachers, school staff, Childline, friends).

2. Safety Net Exercise (5 minutes) – Give each student a small card and ask them to write down:

   • At least three trusted adults they could talk to.
   • One organisation they could contact for support (e.g., Childline, NSPCC).
   • Collect cards (optional) and reinforce that seeking help is a sign of strength.

Main Activity (25 minutes) – Role-Playing Help-Seeking Conversations

1. Class Discussion (5 minutes) – Discuss why it might feel difficult to seek help.

   • Possible barriers (e.g., fear, embarrassment, not wanting to worry others).
   • Emphasise that trusted adults want to help.

2. Modelling (5 minutes) – Teacher models a role-play:

   • Scenario: A student feels left out and wants to talk to a teacher.
   • Demonstrate using positive, clear communication:
     "Excuse me, Miss. Could I talk to you about something that’s been bothering me?"
   • Discuss what worked well in the scenario.

3. Student Role-Play (15 minutes) –

   • Split the class into small groups.
   • Each group receives a different scenario (e.g., feeling unsafe online, experiencing an argument with a friend, witnessing unkind behaviour).
   • In pairs, students take turns role-playing how to talk to a trusted adult.
   • Encourage clear, calm communication.
   • After each role-play, the group discusses how the conversation went and provides constructive feedback.

Plenary (10 minutes) – The Takeaway Message

1. Reflection (5 minutes) – Ask:

   • "What have you learned about seeking support today?"
   • "How can we support each other in asking for help?"
   • "What’s one thing you’ll take away from this lesson?"
   • Discuss answers as a class.

2. Personal Action Plan (5 minutes) – Give each student a handout (or ask them to write in their books):

   • “Three trusted adults I can talk to are…”
   • “When I feel uncomfortable, I can…”
   • “One thing I will try to remember about asking for help is…”
   • Students take these home to reinforce learning.

Adaptations & Extensions

• Differentiation:
  • For students needing additional support, provide sentence starters for role-plays.
  • Challenge confident students to suggest advice for peers in tricky situations.
• Home Connection:
  • Encourage students to discuss with a family member who they would turn to for support.
• PSHE Cross-Curricular Links:
  • Links to safeguarding and online safety in Computing.
  • Reinforces English skills in effective communication.

Final Teacher Note:

This lesson reinforces that students have the right to feel safe and know where to find help when needed. It also encourages emotional intelligence, resilience, and open communication—key life skills as they transition to secondary school.