Friendship Fires PSHE lesson plan
Friendship Fires is a ready-to-teach PSHE lesson for Years 1 and 2 that helps UK teachers introduce simple, practical ways to sort out friendship problems using words rather than actions. Pupils learn to name what has upset them, use calm words to explain how they feel, and practise simple phrases for solving everyday friendship problems such as sharing, turn taking or feeling left out.
Healthy Relationships & Communication
Snapshot
Friendship Fires
This lesson gives teachers a structured way to help young pupils practise calm, respectful language for everyday friendship problems.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Using words to sort out everyday friendship problems
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 friendship problems, such as disagreements or hurt feelings, are a normal part of school life
recognise when using words can help sort out a problem
recognise how their words and actions can affect a friend's feelings
Understand
understand that calm words can help solve friendship problems without them getting bigger
understand that everyone in a friendship deserves to be treated with respect
Practise
practise using simple phrases to explain how they feel during a friendship problem
practise offering a friend a way to repair a disagreement, such as saying sorry or suggesting a solution
practise asking a trusted adult for help if a friendship problem feels too hard to sort out alone
Who this lesson is for?
This lesson is designed for Years 1 and 2 pupils who are beginning to notice friendship ups and downs and need simple language for sorting them out.
It is suitable for:
primary PSHE lessons
relationships education
pastoral care, circle time or form time
class culture and friendship skills work
early respectful relationships teaching
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 friendship skills Use when pupils are learning early language for solving disagreements with words.
Building classroom culture Use when reinforcing respect, kindness and fair play between classmates.
Practising safe responses Use when pupils need to practise calm phrases instead of arguing or reacting straight away.
Supporting inclusion Use when pupils need to think about how their words and actions affect others' feelings.
Reinforcing respectful communication Use when revisiting expectations for how pupils speak to and treat each other.
Preparing for transition Use when friendship groups are changing and pupils need clear, simple tools for talking things through.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Young pupils are still learning how to put big feelings into words, and small friendship problems can feel large when they do not yet have the language to sort them out. Teaching pupils simple phrases for explaining feelings and suggesting solutions helps them build confidence in working through problems calmly, rather than relying on an adult to step in every time. This lesson supports a classroom culture where pupils see friendship problems as something they can talk through with respect and kind words, while knowing when to ask for help if things feel too hard to manage alone.
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
Communication Pupils practise using words to explain feelings and suggest solutions during a friendship problem.
Empathy Pupils consider how their words and actions affect a friend's feelings.
Self-regulation Pupils practise using calm words instead of reacting straight away.
Relationship repair Pupils learn simple ways to say sorry or offer a solution after a disagreement.
Respect Pupils reinforce that friends should treat each other fairly and kindly.
Help-seeking Pupils learn when to ask a trusted adult for support with a friendship problem.
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 stories about other people
Frame discussion around general examples and scenarios, not personal accusations
Make clear that the lesson is about learning helpful words, not deciding who was right or wrong
Identify trusted adults pupils can speak to at school
During delivery
Use simple, everyday examples such as not sharing, leaving someone out or saying something unkind
Give pupils time to practise phrases aloud, in pairs or as a class
Reinforce that pupils do not need to sort every problem out alone
Allow pupils to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Reinforce that asking a trusted adult for help is a sensible choice, not a last resort
Keep the focus on general scenarios rather than real disagreements between named pupils
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.
Adaptation options
Use partner talk or drawing for pupils who are less confident speaking aloud
Spend more time practising phrases for pupils who need extra support with language
Revisit the lesson briefly after a change in friendship groups to reinforce the language
