Moving On, Moving Up PSHE lesson plan
A primary PSHE lesson for Year 6 that helps UK teachers introduce the transition to secondary school through a structured, ready-to-teach lesson. Pupils reflect on friendships, shared respect and the changes ahead, building practical language and confidence for the move up. The lesson gives teachers a clear way to talk through common transition worries and everyday social situations, helping pupils feel more prepared for new routines, new friendships and new expectations.
Goal Setting, Mindset & Self-Worth
Snapshot
Moving On, Moving Up
This lesson gives teachers a structured way to help pupils prepare for the social and personal side of moving to secondary school. Feedback: 4.3/5 from 68 pupil responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Navigating the transition to secondary school through friendships and shared respect
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 starting secondary school brings both new opportunities and new challenges
recognise personal strengths and worries connected to the transition
recognise how friendship groups can change during a move to a new school
Understand
understand why showing respect to new and existing friends supports a smoother transition
understand that feeling unsure about change is a normal part of moving to a new school
Practise
practise identifying practical steps that can help with settling into a new school
practise language for maintaining existing friendships while being open to new ones
practise reflecting on personal goals for the year ahead
Who this lesson is for?
This lesson is designed for Year 6 pupils who are preparing for the move to secondary school and thinking about how their friendships and social routines may change.
It is suitable for:
Year 6 PSHE lessons
transition and induction programmes
pastoral care, circle time or form time
relationships education focused on friendships and respect
end of primary school wellbeing planning
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 transition planning Use when pupils are starting to think about the move to secondary school and need a structured way to talk it through.
Reinforcing friendship skills Use when pupils need to think about maintaining existing friendships while staying open to new ones.
Building classroom culture Use when reinforcing shared respect and inclusive behaviour ahead of a big change.
Supporting pupils who feel unsure about change Use when pupils need space to name worries about the transition alongside practical strategies.
Preparing for transition Use in the lead up to the end of Year 6, as part of induction or transition planning.
Creating a structured PSHE discussion Use when you want a calm, teacher-led conversation about change, friendships and respect.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Moving to secondary school brings a lot of change at once, from new routines to new friendship groups. Pupils benefit from structured time to think through what is ahead, rather than facing the change without any preparation. This lesson supports pupils to build early language for talking about friendships, respect and personal readiness. It helps pupils see that uncertainty about change is common, and that they can take practical steps to feel more settled. For schools, giving pupils this kind of structured reflection time supports a smoother transition and reinforces respectful, inclusive behaviour as friendship groups shift.
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
Self-awareness Pupils reflect on their own strengths and worries about the move up.
Confidence Pupils build language to talk about change and new routines.
Relationship skills Pupils think through how to maintain friendships while making new ones.
Adaptability Pupils consider how to respond to changing friendship groups and routines.
Respect for others Pupils explore how shared respect supports smoother relationships during change.
Goal setting Pupils reflect on personal goals for the year ahead.
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 pupils' personal stories.
Frame discussion around general transition scenarios rather than personal disclosures.
Identify trusted adults pupils can speak to about transition worries 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 everyday examples such as changing friendship groups, new routines and new expectations.
Give pupils time to reflect individually before group discussion.
Reinforce that feeling unsure about change is common and manageable.
Keep the discussion focused on practical steps rather than dwelling on worries.
Supporting safe discussion
Use privacy and respectful discussion norms rather than promising confidentiality.
Encourage pupils to use general examples rather than naming classmates.
Direct any ongoing worries to a trusted adult or pastoral staff member after the lesson.
Adaptation options
Use partner or small group discussion for pupils who are less confident speaking up.
Allow written or drawn reflection for pupils who prefer not to speak aloud.
Spend more time on practical strategies for pupils who need extra reassurance about the move up.
