Gender-Based Violence PSHE lesson plan
A primary PSHE lesson for Years 1 to 2 that helps UK teachers introduce gender-based violence through simple, age-appropriate language, giving teachers a structured, ready-to-teach way to open this topic with younger pupils. Pupils learn to recognise unfair, unkind or unsafe behaviour linked to gender, understand that everyone deserves to be treated with respect, and practise safe ways to speak up or ask a trusted adult for help.
Healthy Relationships & Communication
Snapshot
Gender-Based Violence
The lesson gives teachers a structured, age-appropriate way to introduce gender-based violence and respectful behaviour with younger pupils.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising unfair or unsafe behaviour linked to gender 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 when someone is being treated unfairly because of their gender
identify examples of unkind or exclusionary behaviour linked to gender stereotypes
recognise that unsafe or scary behaviour should always be shared with a trusted adult
Understand
understand that everyone deserves to be treated with respect and fairness, regardless of gender
understand that unfair treatment based on gender can happen even without repeated behaviour
Practise
practise simple, respectful language for describing unfair treatment
practise safe ways to speak up when something does not feel fair
practise asking a trusted adult for help when something feels unsafe
Who this lesson is for?
This lesson is designed for younger primary pupils in Years 1 to 2 who are beginning to learn about fairness, respect and safe help-seeking. It introduces early language for recognising unfair or unsafe behaviour without requiring pupils to have prior knowledge of gender-based violence as a concept.
It is suitable for:
primary PSHE lessons
relationships education
pastoral care, circle time or form time
respect and equality focused class discussions
early respectful relationships work
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 respect and fairness Use when pupils need simple language for understanding gender-based unfair treatment and respectful behaviour.
Building on respectful relationships work Use when reinforcing earlier learning about kindness, fairness and inclusion.
Reinforcing class expectations Use when revisiting expectations around respectful behaviour towards all pupils, regardless of gender.
Practising safe responses Use when pupils are learning how to speak up about unfair treatment without confrontation.
Building help-seeking confidence Use when pupils need to understand when and how to ask a trusted adult for help.
Creating a structured PSHE discussion Use when you want a calm, teacher-led discussion about respect, fairness and safety.
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 early, simple language for recognising unfair treatment linked to gender and understanding that everyone deserves respect and safety. Building this understanding early can support a classroom culture where fairness and respect are expected, not just discussed after something goes wrong. Understanding gender-based violence is not only about responding to harm. It is also about helping pupils notice unfair or unkind behaviour, question gender stereotypes and know that they can ask for help when something feels unsafe or unfair. This lesson supports a respectful classroom culture by giving pupils practical language and confidence to speak up safely, and by reinforcing that trusted adults are there to help when a situation feels difficult 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
Fairness and respect Pupils learn that everyone deserves fair and respectful treatment, regardless of gender.
Empathy Pupils consider how unfair or unkind treatment can make someone feel.
Relationship skills Pupils practise respectful language and inclusive behaviour towards all pupils.
Help-seeking Pupils learn when and how to ask a trusted adult for support.
Protective behaviours Pupils recognise that unsafe or scary behaviour should be shared with a safe adult.
Confidence to speak up Pupils practise using calm, respectful language when something does not feel fair.
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 disclosures
Make clear the lesson is about learning fairness and safe choices, not blaming anyone
Identify 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, everyday examples such as being told an activity is not for boys or not for girls
Give pupils time to practise respectful phrases aloud
Reinforce that pupils do not need to confront others or manage unsafe situations alone
Allow pupils to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Reinforce that asking for help is a responsible choice, not a last resort
Explain that unsafe or scary behaviour should always be shared with a trusted adult
Keep language calm and non-graphic, focusing on fairness, respect and safety rather than detailed scenarios
Adaptation options
Use partner talk or drawing for younger or quieter pupils
Spend more time identifying trusted adults if pupils need support recognising help pathways
Use simple visual prompts to support understanding of fairness and unfair treatment
Keep the message clear and reassuring: pupils are learning to recognise unfair or unsafe behaviour and know they can always ask a trusted adult for help.
