Year 5 PSHE: Autumn 2 worksheet

“Putting things right” is free to print, with no account. It is the first sheet in the Year 5 PSHE unit “PSHE: Autumn 2”, for children aged 9 to 10, and takes about 20 minutes.

Print it on A4. The child's pages come first; the answers, and what each wrong answer tells you, are on the grown-up page that follows. Weeks 7 to 12 of the year, 6 sheets in the unit.

Free sample · answers on the last page

Putting things right

Name: ____________ · Date: ____________
Year 5 · PSHE · about 20 minutes
Answers are on the grown-up page

Today I can use restorative steps to plan a fair repair after a falling-out.

A Look back3 min

1.
Circle the first step in the STOP, BREATHE, CHOOSE routine.
StopChooseBreathe
2.
Circle the question that shows you are thinking about how a friend feels.
How did that make you feel?Why are you being so sensitive?Did you hear what I said?
3.
Your friend says, 'We got in late because of the bell.' Circle the best way to check you understood them.
Ask: Do you mean the bell was late?Nod and walk offGuess and keep going

B Watch me, then you4 min

Ola moved Sam's group drawing without asking and the corner tore. Follow the steps.

Watch me

Step 1: get the facts. Ola moved the drawing and it tore.

Step 2: each person says how they felt.

Step 3: name who was hurt. Sam and the group lost part of their work.

Step 4: agree a fix. Ola will help redraw the corner at lunch.

Now you

1.
One step is missing from this chain. Circle the step that fits the empty box.
Name who was hurtAsk for a sorryPick a new seat

C Your turn7 min

Read each situation and do the task. Think about what would really put things right.

A school playground at lunchtime with a football and bags on a bench, no people

1.
Sam borrowed Priya's coloured pencil and snapped it. Circle the best repair action for Sam.
Give Priya a matching pencilSay sorry and nothing elseTell the class it was her fault
2.
Write each card in the column where it belongs.
Give back the borrowed thingSay sorry and nothing elseSit with the group againSay it was only a joke
Something you can see or do Only words
3.
Number these steps 1 to 4 in the order you would use them.
1. Agree what will be done
2. Name who else was affected
3. Hear what happened from both sides
4. Ask how each person felt
4.
Jamie laughed at Leila's idea in front of the group. Then he said, 'I was only joking.' Circle the most honest answer to 'What were you thinking?'
I wanted a laugh and did not think how Leila would feelI was joking, so it does not countLeila started it, so I was fine

Say it out loud: Which answers fixed the harm with an action, and which used only words? How could you tell?

D Spot the mistake3 min

A classroom table with a half-finished group poster and pencils, no people

Jamie says: “I said it was only a joke, so the problem is fixed now.”

1.
Why is Jamie's claim wrong?

E Think deeper4 min

Two empty chairs side by side at a classroom table with one blank sheet of paper

1.
Write one repair action Jamie could do, and one honest thing Leila could say back.

How did it feel?

I can do it Nearly Not yet

For the grown-up

Putting things right · 2 minutes to read

Answers, and what a wrong one tells you

A

1. Stop

2. How did that make you feel?

3. Ask: Do you mean the bell was late?

B

1. Name who was hurt If your child circles 'Ask for a sorry', the child thinks an apology is the whole job. Ask who else was affected, then what they could do to fix it.

C

1. Give Priya a matching pencil If your child circles 'Say sorry and nothing else', words alone do not fix the snapped pencil. Ask what Priya could hold or see afterwards.

2. Only words: Say sorry and nothing else, Say it was only a joke · Something you can see or do: Give back the borrowed thing, Sit with the group again

3. 1 Hear what happened from both sides · 2 Ask how each person felt · 3 Name who else was affected · 4 Agree what will be done If the child puts 'Agree what will be done' first, they have skipped the facts and feelings. Ask what they would need to know before deciding a fix.

4. I wanted a laugh and did not think how Leila would feel If your child circles 'I was joking, so it does not count', the child is excusing Jamie. Ask what Leila heard in that moment.

D

1. Look for: Saying it was a joke does not repair Leila's hurt; a concrete repair action is needed. If your child says Jamie is right because he said something, explain that words alone do not repair harm. Ask what Jamie could actually do.

E

1. Look for: A concrete action by Jamie, such as asking to hear Leila's idea again, plus an honest reply from Leila.

Words to use

Say“What did you each do? What could you actually do to put it right?”

Instead of“Just say sorry and get over it.”

After the sheet

Make a short repair plan at the kitchen table with two pieces of paper, one per person. Each person writes one thing they did and one thing they will do to put it right. If a child is being bullied, the NSPCC helpline is 0808 800 5000 for grown-ups, and Childline is 0800 1111 for children.

Tick what your child got right in StudyDen. Anything missed comes back in a later Look back box, so there's no need to redo the sheet.

The rest of this unit

5 more sheets come with a StudyDen plan, in teaching order:

Is this online friend safe?(with a plan)
Why puberty timing varies(with a plan)
Real face, filtered face(with a plan)
Consent beyond touch(with a plan)
Putting the Pieces Together(with a plan)

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