Family and Friends Circle PSHE lesson plan
A primary PSHE lesson for Early Years and Foundation Stage pupils that helps UK teachers introduce the idea of a family and friends circle through a structured, ready-to-teach lesson. Pupils learn to identify the trusted people in their lives, including family members, friends and other safe adults, and practise simple ways to ask for help when they need it.
Healthy Relationships & Communication
Snapshot
Family and Friends Circle
This lesson gives teachers a structured way to introduce the people pupils can turn to for support at home, at school and in their community.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Identifying trusted people and practising safe help-seeking
Lesson Format
Teacher-led discussion and structured activities
What pupils will learn
By the end of the lesson, students will be supported to:
Recognise
recognise that families and friendship circles can look different for everyone
recognise the different people in their own life who can offer help and support
recognise everyday situations where they might need help or support
Understand
understand that different people in their circle can help in different ways
understand that asking for help is a safe and sensible choice
Practise
practise naming a trusted adult or friend they can go to for help
practise simple language for asking someone for help
practise identifying who to speak to in different situations
Who this lesson is for?
This lesson is designed for Early Years and Foundation Stage pupils who are beginning to learn about family, friendship and the people they can turn to for support.
It is suitable for:
early years and Foundation Stage PSHE lessons
relationships education
pastoral care and form time activities
class circle time and discussion routines
transition into a new class or setting
Suitability should be based on more than age alone. Teachers should consider the lesson focus, pupil maturity, cohort needs, classroom culture, existing discussion norms and available support pathways.
Best used when
Use this lesson when students need clear, practical language for recognising unkind behaviour and knowing what to do next.
Introducing the topic of trusted adults Use when pupils are learning for the first time about who they can ask for help at home and at school.
Building classroom culture Use when reinforcing a class culture where asking for help is seen as a sensible, everyday choice.
Supporting inclusion Use when helping pupils recognise that family and friendship circles can look different for everyone.
Reinforcing respectful communication Use when pupils are practising simple, respectful language for talking about family and friends.
Preparing for transition Use when pupils are moving into a new class, year group or setting and may need to identify new trusted adults.
Supporting help-seeking Use when pupils need a structured opportunity to practise naming who they can go to for support.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils benefit from simple, usable language for naming the people they can go to for help, well before they might need to use it. Work on a family and friends circle is not only useful during a difficult moment. It helps pupils build a clear picture of the trusted people around them, at home, at school and in their community, so that asking for help feels familiar rather than unfamiliar. This lesson supports a calm, inclusive classroom culture by helping pupils understand that circles of support can look different for everyone, and that reaching out to a trusted person is a safe, sensible choice.
How this lesson supports wellbeing
This lesson supports student wellbeing by building practical social and emotional skills students can use in everyday school life. It helps students develop:
Capability How the lesson supports it
Relationship awareness Pupils consider the different people who make up their family and friends circle.
Communication skills Pupils practise simple language for naming a trusted person and asking for help.
Help-seeking Pupils learn that asking a trusted adult or friend for help is a safe, sensible choice.
Belonging Pupils recognise that family and friendship circles can look different while still offering care and support.
Respect Pupils practise respectful language when talking about their own and other pupils' families and friendships.
Confidence Pupils build confidence in identifying who they can turn to in different situations.
For teachers and school leaders, the lesson contributes to broader wellbeing, respectful relationships, child safety and pastoral care goals in Australian primary schools.
Teaching notes & Delivery Considerations
This lesson includes content about unkind behaviour, exclusion and asking adults for help. It should be taught with calm, clear discussion norms.
Before teaching
Remind pupils not to name classmates or share other people's family stories
Frame the discussion around general examples rather than personal disclosures
Make clear that families and friendship circles can look different for everyone
Identify the trusted adults pupils can speak to at school
Be prepared to follow your school's safeguarding procedures and speak with the designated safeguarding lead if a pupil discloses harm or says they feel unsafe.
During delivery
Use simple, general examples of family members, friends and trusted adults
Give pupils time to practise naming a trusted person aloud or through drawing
Reinforce that everyone's circle of support can look different
Allow pupils to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Keep examples general rather than based on individual pupils' families
Reinforce that asking for help is a sensible, everyday choice
Follow your school's safeguarding procedures if any concerns arise
Adaptation options
Use drawing or picture prompts for younger or less confident pupils
Use partner or small group talk before whole class discussion
Spend more time identifying trusted adults if pupils need extra support
