Before the lesson
- Text: Food and drink that are good for you. relationships story (see Classroom resources)
- Activity: A special bond between yourself and a friend. cards (see Classroom resources) – there are four cards per sheet and each The term used to describe a young person before they reach puberty… needs a card
Download classroom resources
- To begin to understand that being friendly to others makes them feel welcome and included
Pupils should know that healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded
- I understand the difference between a friend and friendly behaviour
- I can explain what friendly behaviour is
- I can explain how being unfriendly can affect other people
Cross curricular links
PSHE Association’s Programme of Study for PSHE Education
Put the children into small groups and give out Activity: Friendship cards (see Classroom resources).
Ask the children to decide if the things on their cards are Being nice or kind to somebody. or not friendly. Then check the children’s answers and discuss any which they were not sure about or got wrong.
Explain that we can be friendly to anyone although that person might not be a Someone you like and enjoy spending time with and often shares common interests with you…. Explain that a friend is usually someone we get on with really well and we choose to spend time with.
- What is friendly The way that somebody acts around other people. and what isn’t?
Read Text: Healthy friendship story (see Classroom resources) to the children and then discuss the following questions?
- How might Esther be The physical or emotional response to something.?
- How might Harriet be feeling?
- Why might Ali and Camilla have behaved like they did?
Make sure children don’t think they are just being Being rude, mean or inconsiderate to somebody., you want the children to explore whether they might feel jealous or have a genuine reason why they don’t want to be friends with Esther.
Tell the children that they are going to decide what happens next. They will work in groups of four and each of them will take on one of the roles from the story. They can then act out what happens in the story.
- How can problems in friendships be resolved?
Pupils needing extra support: May need additional support for the A particular job you do as part of a larger task play such as assigning them to particular characters and giving ideas about what their character might do.
Pupils working at greater depth: Should be challenged to describe a greater depth of understanding of the Emotions that a person can feel. and motivations of each character.
Ask groups to share their role play and then discuss the various approaches. Discuss that Ali and Camilla can decide who they want to be friends with, but the way they behaved towards Esther was not right.
Ask the children what Ali and Camilla could do if they didn’t want to be friends with Esther? Possible answers could include finding her other friends, talking to her about how they feel, playing with her some days, making sure Harriet knew they would still be her friend even if she plays with Esther sometimes.
To strengthen or support a pre-existing idea. the Something that does not bear any resemblance or similarity to another thing…. between being friendly and a friend and make sure children understand that we can behave in a friendly way to lots of people even if they are not actually our friends.
- What is a friendly way to behave towards others?
Assessing pupils’ understanding and progress
Pupils with secure understanding indicated by: Understanding how the actions of others can affect people.
Pupils working at greater depth indicated by: Understanding why people behave the way they do and how this might Something that leaves a lasting impression on you. on others.
Considering someone as part of a group.