Positive Relationships Review

Lesson Overview

Subject: PSHE
Year Group: Year 3
Duration: 25 minutes
Class Size: 25 students
Curriculum Area: Relationships Education - Health Education
Level: Key Stage 2 (Lower KS2)

This lesson serves as an end-of-topic assessment on "My Relationships" and understanding good and bad behaviour. The session will reinforce key learning from the unit while assessing students' ability to identify positive and negative behaviours within relationships.

Learning Objectives

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

• Recognise and differentiate between positive and negative behaviours in friendships and relationships.
• Explain why certain behaviours are helpful or harmful.
• Reflect on their own behaviour and interactions with others.

---

Lesson Structure

1. Starter Activity – Body Posture Clues (5 mins)

Purpose: To introduce the topic in an interactive and engaging way.

• Ask a few students to demonstrate different body language (e.g. arms crossed, smiling, fidgeting).
• Rest of the class discusses what emotion or attitude each one might suggest.
• Connect body language to good and bad behaviours in relationships (e.g. facing away when someone speaks can be unkind).

---

2. Main Activity – Scenario Sorting (10 mins)

Purpose: To assess students' ability to categorise positive and negative behaviours.

• Hand out scenario cards (pre-prepared with examples like "Sharing your pencils with a friend" or "Interrupting someone when they are talking").
• Students work in pairs to categorise them into "Good Behaviour" / "Bad Behaviour".
• Discuss as a class why each belongs in its category. Use follow-up questions to dig deeper:
  • How does this behaviour make others feel?
  • Can this kind of behaviour affect a friendship?

---

3. Reflection Task – "How Would You Feel?" (5 mins)

Purpose: To help students connect emotions with relationship behaviours.

• Read out statements such as:
  • "Your friend doesn't wait for you at lunchtime."
  • "Someone gives you a compliment on your new shoes."
• On mini whiteboards, students draw an emoji face representing how they would feel.
• Use responses to prompt discussion on why certain behaviours lead to positive or negative feelings.

---

4. Quick Quiz – Traffic Light Cards (3 mins)

Purpose: A final informal assessment of understanding.

• Each student gets three coloured cards:
  • 🟢 Green = Good behaviour
  • 🔴 Red = Bad behaviour
  • 🟡 Yellow = Not sure
• Teacher reads out rapid statements (e.g. "Saying thank you when given something") and students hold up the correct colour card.
• Briefly clarify any common misconceptions.

---

Assessment & Differentiation

• Formative assessment throughout the lesson:
  • Observing sorting discussions.
  • Checking understanding via mini whiteboard responses.
  • Traffic light card responses.
• Differentiation:
  • Support: Pair less confident students with a peer who can help explain concepts.
  • Challenge: Ask confident students to suggest how to respond or improve negative scenarios.

---

Plenary – Personal Pledge (2 mins)

Each student writes one sentence about a behaviour they will improve in their friendships (e.g. "I will listen when my friend is talking.").
Encourage them to share their pledges as exit tickets before leaving the lesson.

---

Resources Needed

• Pre-prepared scenario cards
• Mini whiteboards & markers
• Traffic light cards (green, yellow, red)

---

Teacher Reflection

• Did all students demonstrate an understanding of good and bad behaviour?
• Were any common misconceptions that need reteaching?
• How confidently did students make connections between behaviour and emotions?

---

This lesson is engaging, age-appropriate, and aligned to UK PSHE standards, ensuring Year 3 pupils understand the impact of their actions in relationships. It also makes assessment feel interactive and natural rather than a traditional test, making it both enjoyable and effective!