PSHE – Teach Family & Relationships Topics in Four Simple Lessons (Part 1)

family & relationships

Family & Relationships- as part of the National Curriculum for PSHE teaching KS1 & KS2 about the importance and difference of family and relationships. We have divided the topics that pupils are required to learn into four simple lessons.

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Table of Contents

Healthy Families

Understanding that all families are different and they love and support each other and that if problems do arise, help is available.  

This lesson gets pupils to understand that not all families look the same including same-sex couples, disability parents or parents that are separated. It’s important that children remember that it doesn’t matter who their family consists of. That they are there to support and care for their needs.

Be mindful that you may have pupils in your class that have issues at home – these may be children who need extra support within this lesson. 

Task 1

Family Love and Support

  • Get your students to think about what a member of their family (could be extended family) does for them. This could be cleaning or washing their clothes, or looking after them when they are ill. If some students do not have family, talk to them about the people who care for them and what they do.  
  • Ask your pupils what do they think they can do in the future for their family members to make them feel happy/supported or loved. 

Task 2

From the Mc Cain Advert write down the different types of families.  Get your students to answer the following: 

  • What might each family enjoy doing together? 
  • How might each family support each other? 

Remind pupils that all families have similarities no matter the differences.  

Explain to your pupils that no matter what group of people they are a part of, problems can occur and issues within families and other groups can be similar.  

Now get your students to answer the following: 

  • What are some disagreements or problems each family might have? 

Discuss the different answers as a group and how each family may overcome these problems with love and support.

Friendship Conflict

Learning that friendships may have problems but they can be resolved. 

family & relationships

Task 1

What makes a good friend?

  • Give your students the printable worksheet provided and ask them to write down inside the image of Emile what makes a good friend. Focus on the features of a good friendship and include describing words. 
  • On the outside of Emile ask your students to write down what doesn’t make a good friend and the potential problems that can occur within friendships.  

Ask your pupils to share some of their ideas with the class. 

Task 2

Friendship Problems- minor and complex problems with friendships. 

  • With the PDF provided ask students to look at the letter sent,  on their own or in pairs, and let them write a response letter that suggests ways in which the writer’s friendships problems could be resolved. 

Note: Students who have problems with english and structuring paragraphs and letters may need more help. 

Discuss the answers with the class, stress that falling out and disagreeing can sometimes happen within friendships, but it is how we deal with the situation which is most important to maintaining healthy relationships and wellbeing. 

Conflict vs Bullying

Understanding what bullying is, its impact and what help is available if someone is being bullied. 

Pupils should be aware of the different types of bullying and how it can have a negative impact on a person’s life. If they are subjected to bullying what they should do. Ithey believe someone else is being bullied are they prepared and do they know the steps to take to ensure it doesn’t continue. 

Task 1

Understanding Bullying – get your students to name the key features of bullying 

  • physical or emotional 
  • by one person or a group of people 
  • happens online as well as face to face 
  • bullying is repeated not a one off.  

Task 2

Watch the video down below with your class. Recap the different versions of bullying and discuss the advantages of Stop, Walk and Tell.

  • Split the class into groups (if you’re in lockdown you can use the breakout rooms, click here for more info) and give them a scenario sheet from the printable PDF document. 
  • Ask them to talk about what Emile should do next and present their ideas to the class.  This could be a roleplay, a short presentation or poster/leaflet they have worked on together. 

Note: If necessary, correct any concerning responses such as hitting or trying to bully back etc.

Effective Communication

Understanding the different ways we communicate and the importance of good listening.

To broaden and support respectful relationships, students must know the practical steps they can take in a range of different contexts by listening and communicating effectively.

Task 1

Defining Communication

  • Watch and listen the following video with your class. 
  • Discuss the different ways the two friends communicate i.e. using sign language, pictures, facial expression, lip reading and body language to talk and understand one another.
  • Ask the class what other ways are there to communicate and why we should be aware of this.
  • Getting your class to play a games such as charades in small groups or as a full class displays the ways in which we communicate.

Task 2

What makes a good listener?

  • Start by asking your pupils the signs of being a good listener and what are the traits of someone who is not listening to you. 
  • Assign your students into groups of three with the worksheet down below each group will take turns in talking, listening and observing. Explain that the person who is the observer will mark the listener and will be looking for: 
    • open and closed questions 
    • appropriate expression
    • appropriate sounds or comments
    • the observer can also note down anything else they see.
  • Remember to give a subject to talk about such as their favourite TV show, or what they did at the weekend. Swap the roles round after two minutes.

At the end of the activity ask for feedback on what the students saw as good listening. 

This blog and resources are in line with the national curriculum in the UK.

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