Support Systems and Help

Overview

Unit: Empowering Relationships and Rights – Lesson 4 of 6
Duration: 30 minutes
Class size: 2 students
Subject: PSHE (Personal, Social, Health and Economic Education)
Year group: 4 (ages 8-9)

National Curriculum Links

Relationships Education
- Pupils will learn that healthy relationships are based on mutual respect and support.
- Recognise ways in which a relationship can be unhealthy and who to talk to if they need support.
- Develop strategies to support themselves and others in managing relationships and conflicts.
Statutory Framework
- Key stage 2 (Years 3 and 4): Pupils should be taught to
  - recognise how their behaviour affects other people
  - understand how to respect differences between people
  - identify different types of teasing and bullying, understand that these are wrong and unacceptable
  - recognise when they or others need help and how to report concerns or get help

Learning Objectives

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

Understand what a support system is and identify supportive relationships.
Recognise the importance of being an ally to someone who is bullied and ways to show support.
Know where and how to seek help if they or someone else is being bullied.
Demonstrate respectful attitudes when discussing bullying and support.

Resources

Emotion / support feelings flashcards (illustrate feelings like sad, scared, supported, confident)
Scenario cards with examples of bullying or support situations
“Support Web” visual—circle of people you can go to for help (teacher, family, friends, etc.)
Whiteboard and marker or paper and coloured pens
Small reward stickers for participation

Lesson Structure

1. Introduction (5 minutes)

Begin with a short discussion: Ask students “What does it mean to support someone?” and “Who can you go to when you need help?”
Show emotion/support feelings flashcards to help them name feelings related to bullying and being supported.
Link to last lessons by recapping what they learned about bullying and respecting differences.

2. Exploring Support Systems (8 minutes)

Use the “Support Web” visual:
- Have students help you create their own support web by naming people they trust at home, school or community (family, friends, teachers, helplines).
- Discuss why these people are in their support web and how they can help.
Flip scenario cards showing a child being bullied or needing support.
For each, ask “How could their support web help?” and “What could we do as friends or allies?”

3. Being an Ally (10 minutes)

Introduce the concept of an ally: someone who helps and supports others in tricky situations, especially bullying.
Role-play short scenarios with the two students:
- One is the person being bullied, the other the ally.
- Practice phrases like “It’s not okay to say that,” “Let’s tell a teacher,” or “Are you alright?”
Discuss what allies do – stand with respect, listen, report bullying, don’t join in.

4. Seeking Help Strategies (5 minutes)

Teach students a simple 3-step mantra to remember when seeking help:
1. Notice something is wrong
2. Tell someone you trust
3. Keep telling until it is sorted
Ask students to draw or write about someone they could ask for help if needed and share this.

5. Plenary and Assessment (2 minutes)

Quickfire questions to check understanding:
- “What can you do if you see someone being bullied?”
- “Who is in your support web?”
Praise effort and participation with a small reward sticker.

Differentiation & Inclusion

Use visual supports (flashcards and scenario cards) to aid understanding and engagement.
Encourage role-play to build confidence in verbalising support and asking for help.
Adapt language for individual needs, and allow students to express themselves through drawing if preferred.

Assessment for Learning

Formative assessment via observations during discussions and role-plays.
Evaluate students’ ability to describe support systems and strategies for seeking help.
Check comprehension through responses to plenary questions.

Reflection for Teachers

Were students able to identify people in their support networks?
Did the role-play help students practice allyship confidently?
How comfortable did both students feel discussing sensitive topics like bullying?
What follow-up might be needed in subsequent lessons or individually?

This lesson empowers pupils to recognise the importance of supportive relationships, equipping them with practical skills to be proactive allies and to seek help, aligning closely with the National Curriculum’s emphasis on health, wellbeing, and relationships education.

Teaching Instructions