Wellbeing and personal development
Tricky Moments
Eight short friendship scenarios help pupils notice possible feelings and consider a kind, fair or supported next step. Use the cards as a guided discussion, making clear that pupils are not responsible for resolving every problem on their own.
Notice the feelings, then discuss a kind next step. Use the original choices without requiring personal stories.
Read the complete materialRead the material
Eight short friendship scenarios help pupils notice possible feelings and consider a kind, fair or supported next step. Use the cards as a guided discussion, making clear that pupils are not responsible for resolving every problem on their own.
Activity. Use the preview for diagrams and layout.
Page 1
LEARNING GOAL Notice how people feel and choose a kind way to sort out a problem. SUCCESS CRITERIA I can say how each child feels and how I know. I can choose a way to help and say why. I can listen to my partner's idea. Cut along the dashed lines. Take turns: read a card, say how they feel, point to a way to help. Social scenario discussion cards Cards 5 to 8 PSHE AGES 6 TO 10 FRIENDSHIPS Tricky Moments Eight scenario cards: spot the feelings, then choose a kind, fair way to sort it out. Someone pushes in the line. WHAT COULD HELP? Talk it out Ask an adult Find a fair way How do they feel? You are left out of a game. WHAT COULD HELP? Talk it out Find a fair way Ask an adult How do they feel? A friend takes your pencil without asking. WHAT COULD HELP? Talk it out Find a fair way Ask an adult How do they feel? Two friends want different games. WHAT COULD HELP? Talk it out Find a fair way Take a break How do they feel? NEXT 1 2 3 4 Page 1 of 2
Page 2
Social scenario discussion cards THE END PSHE AGES 6 TO 10 FRIENDSHIPS Tricky Moments: cards 5 to 8 Someone laughs at your drawing. WHAT COULD HELP? Talk it out Ask an adult Take a break How do they feel? You bump someone by accident. WHAT COULD HELP? Talk it out Ask an adult Take a break How do they feel? A friend copies your work. WHAT COULD HELP? Talk it out Ask an adult Find a fair way How do they feel? You lose a game and feel cross. WHAT COULD HELP? Take a break Talk it out Find a fair way How do they feel? Your turn. Choose one card. Tick the way you chose. Write what the child could say. CARD NUMBER Talk it out Ask an adult Take a break Find a fair way THEY FEEL THEY COULD SAY 5 6 7 8 Page 2 of 2
A teaching sequence
Name a possible feeling, point to a clue in the scenario and choose a safe response or adult support with a reason.
Notice the feelings, then discuss a kind next step. Use the original choices without requiring personal stories.
Read the complete materialRead a tricky moment
Take turns reading a card or listening as an adult reads it. The situations include queueing, exclusion from a game, borrowing without asking and wanting different games.
What happened in the card, without adding a personal incident?
Notice the feelings, then discuss a kind next step. Use the original choices without requiring personal stories.
Read the complete materialConsider each feeling
Ask what each child might feel and which words or actions in the scenario support that idea. Accept more than one reasonable response.
Which word or action supports that possible feeling?
Choose a fair next step
Choose a possible next step from the card, such as talking, finding a fair way, taking a break or asking an adult. Explain why it might help.
Why might that choice help the children in this situation?
Rehearse words and seek help
Use the reflection area to choose one scenario, tick the response considered and write or say a possible sentence the child could use. Then discuss when adult help is important, especially if someone feels unsafe, a problem repeats or the children cannot resolve it fairly.
When would an adult need to help because the problem repeats or feels unsafe?
Before you teach
Look for the thinking behind an answer, choose the support your class needs and leave room for an independent response.
What to look for
Check that pupils support a feeling with a clue and can name at least one safe next step. Listen for flexible thinking and recognition that asking an adult is appropriate; do not score children on whether they personally disclose a similar experience.
Give a little support
Offer two emotion choices, read the scenario aloud and let pupils point to a response. Provide a sentence starter such as “I feel ___ when ___” or “Can an adult help us?” Allow pupils to pass if a scenario feels personal.
Take the idea further
Invite pupils to compare two possible responses and explain how each may affect the people involved. Ask them to create a new fictional scenario with more than one fair way forward.
Things to keep in mind
These are prompts, not a complete behaviour or safeguarding procedure. A pupil who feels unsafe, is repeatedly harmed or needs help should be supported by an adult under school policy. Do not ask pupils to role-play personal incidents or assume one solution fits every situation.
Keep the idea. Make it yours.
Bring your topic, learning goal and class context to PLAI™, then review what you create.
Ideas to try with your class
Sample teaching perspectives on what to try, what to adapt and what to watch for.
Meet The Creators
Meet the creators whose teaching interests connect with this template. Find an approach to try with your class.
Helen Otway
I plan mixed-age cognition-and-learning support in small steps, agreeing an approach, observing the response and reviewing what to continue or adapt while keeping the shared skill visible.
Meet the creator
Sylvia Nkemelu
I adapt emotional-literacy activities to each referral’s purpose and share clear handovers across Key Stage 1 classrooms, helping colleagues know what was tried and what needs follow-up.
Meet the creator
Notes Between Bells
The two-page “Tricky Moments” set contains eight friendship scenarios. Pupils take turns reading a card, naming a possible feeling, pointing to a clue and choosing a kind, fair response with a reason.
Extra Page
The learning goal connects feelings to evidence in a scenario rather than asking pupils to guess without support. Listening to a partner's idea makes discussion part of the task.
Planning List
Model that more than one feeling may fit, then ask which words or actions on the card support the choice. If a scenario feels personal, let the pupil pass and speak with a trusted adult.
Board Eraser
The cards are fictional discussion prompts, not a diagnosis of a real friendship problem. Review scenarios for the group and follow school procedures if a pupil raises an actual safety concern.