Power and Kindness PSHE lesson plan
Power and Kindness is a ready-to-teach PSHE lesson for Years 3 and 4 that helps UK teachers introduce fairness, power and kindness in friendships through a structured, practical lesson. Pupils learn to recognise when power or influence is shared unevenly, understand why fairness and shared respect matter, and practise kind, fair language they can use in everyday friendships.
Healthy Relationships & Communication
Snapshot
Power and Kindness
This lesson gives teachers a structured way to introduce fairness and kindness as everyday friendship skills. Feedback: 4.7/5 average rating from 25 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Understanding fairness, power and kindness in friendships
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 power or influence is shared unevenly within a friendship or group
identify examples of fair and unfair behaviour in everyday school situations
recognise the difference between kind and unkind ways of using influence
Understand
understand why fairness and shared respect matter in friendships
understand how kindness can be used to include others and build trust
Practise
practise using respectful language when talking about fairness with friends
practise simple ways to include others and share decisions fairly
practise speaking up safely when a situation feels unfair
Who this lesson is for?
This lesson is designed for Years 3 and 4 pupils who are developing their understanding of friendships, fairness and shared respect.
It is suitable for:
primary PSHE lessons
relationships education
pastoral care, circle time or form time
class culture and friendship skills work
respectful friendships or fairness focused programmes
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 fairness and kindness Use when pupils need simple language for talking about power, fairness and kindness in friendships.
Building classroom culture Use when reinforcing respectful behaviour and shared decision making among pupils.
Supporting inclusion Use when pupils need practical ways to include others in games, groups or classroom activities.
Reinforcing respectful communication Use when pupils are learning to use kind and fair language with friends.
Practising safe responses to unfairness Use when pupils are learning how to speak up safely without confrontation or conflict.
Preparing for transition Use when friendship groups are changing and pupils need shared expectations around fairness.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils encounter questions of fairness and influence in friendships from an early age, often without the language to describe what they are noticing. Learning to recognise fairness, and to use kindness and respect when navigating friendship groups, gives pupils practical skills they can use well beyond the classroom. Power and Kindness supports a proactive approach to friendship skills. Rather than waiting for a specific issue to arise, the lesson helps pupils build habits of fairness, inclusion and respectful communication that support positive classroom culture over time. This matters for teachers too. A shared classroom language around fairness and kindness makes it easier to reinforce expectations consistently, and gives pupils a calm, structured way to think through everyday friendship situations.
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
Social awareness Pupils notice when power or influence is shared unevenly in a friendship or group.
Empathy Pupils consider how it feels to be included or left out of decisions.
Fairness Pupils practise recognising fair and unfair treatment in everyday situations.
Relationship skills Pupils practise kind, respectful language for talking about fairness with friends.
Communication skills Pupils build simple phrases for speaking up safely when something feels unfair.
Inclusion Pupils reinforce that everyone deserves a fair say within a friendship group.
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 describe specific personal situations
Frame discussion around general examples and scenarios rather than individual pupils
Make clear the lesson is about learning fair and kind choices, not deciding who was right or wrong in a past situation
Identify trusted adults pupils can speak to if something feels unfair
During delivery
Use everyday examples such as choosing who joins a game or deciding whose turn it is
Give pupils time to practise fair and kind phrases aloud
Reinforce that speaking up safely does not mean arguing or confrontation
Allow pupils to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Use general examples and scenarios rather than personal disclosures
Reinforce privacy, not naming classmates, and respectful listening
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 small group discussion for confident classes
Use drawing or written reflection for quieter groups
Spend more time identifying trusted adults if pupils need extra support with help-seeking
