I can talk about how I’m feeling Year 1 – Feeling good and being me I can talk about how I’m feeling © Leeds South and East CCG

Learning outcomes Knowledge Skills I can think about myself and the different feelings I have I know some words to describe my feelings to others and some simple strategies for managing feelings I can name something I am good at and how it feels I can name a feeling and how it makes my body feel Ask children to identify the different feelings/emotions. Were they the same as the ones in the baseline activity? Do we need a new sheet for any feelings we didn’t include? Stop video at 1 minute. 2

How we will work together Can you remember the ground rules we have already talked about, let’s take a minute to think about them. Teacher notes Read these through with the children. Hopefully the ground rules will be displayed in the classroom already. 3

What do we already know? How do you feel? What different feelings people can have? Children discuss with a partner/group and share as a class. Teacher to record each feeling on a separate sheet using person outline. Explain that these can also be known as emotions. 4

Let’s get started What different feelings can you spot in the trailer? Ask children to identify the different feelings/emotions. Were they the same as the ones in the baseline activity? Do we need a new sheet for any feelings we didn’t include? Stop video at 1 minute. https://www.youtube.com/watch?v=1t0A_tZGrYw What different feelings can you spot in the trailer? © Disney 5

Spotting feelings Watch the video clip © Disney Ask children to look out for the different feelings being shown and think about how we know people are happy/sad etc. Don’t need to watch the whole trailer – first 90 seconds https://www.youtube.com/watch?list=PLK0WRim7qeZoVKXf1moCwORoQIYDhvTSa&v=-kArxASiw3Y Watch the video clip © Disney 6

How do our feelings affect us? How do you know if you, or someone else, is happy/sad? What might you see? How do you feel? Go through the different feelings. Using the large sheets at the start of the lesson, record children’s ideas. You may want to watch the clip again and stop and relevant parts. Record how they feel inside the person and record things they might do on the outside. This may be recorded in group and then discussed as a class or as a whole class depending on the ability of the children. Is it ok to feel like that? Which feelings are good to have, which don’t you like? Explain that everyone experiences each feeling and that is ok to be sad/angry …but it’s how we deal with the feelings that is really important. Is it ok to cry when we feel sad? Explain that everyone cries at some point and that is ok. 7

Strengths What are you good at? How does it make you feel? Ask children to think about something that they are good at. Invite children to share their thoughts. Have some ideas ready for those children that are less confident or have low self-esteem. Ask children to think about how they feel when they know they are good at something or have achieved something. Discuss the different between feeling happy and feeling sad. Explain that it is important that we are able to feel happy and we all have the right to feel happy. If you don’t feel happy what can you do? Discuss ideas. 8

How has our learning progressed? Look at my facial expressions and body language. How do you think I am feeling? Mime action or use facial expressions and ask children to explain what you might be feeling. Explain what facial expression and body language is and explain that this is an important clue as to how someone is feeling. Encourage children to use some of the vocabulary used during the lesson. Why do you think I am nervous/terrified etc.? Ask children to justify. You are right. I am scared because …. What do you think I should do? Encourage children to think about an appropriate way to deal with feelings. What is an inappropriate way? If children are unsure give them examples and ask them to decide if they are appropriate/inappropriate. 9

How has our learning progressed? With a partner take turns to show each other some emotions. Can you guess the emotion your partner is showing you? Children to work in pairs miming actions or using facial expressions . Explain again that facial expression and body language is an important clue as to how someone is feeling. Encourage children to use some of the vocabulary used during the lesson. What emotions can they show? 10

Taking the learning away Look out to see if you can spot people showing different feelings. Look at their facial expressions and body language. If you think they are finding it difficult to manage being angry or sad etc., think about what you could say that might help them. 11

Additional resources and help Talk to your teacher or an adult in school Talk to your Mum, Dad or someone you trust at home about how you are feeling If you have them: – Write your worry down and post it in the class worry box – Talk to a peer mediator in your school – Write your worry down on the worry wall on the school’s website Contact: www.mindmate.org.uk/ im-a-young-person Where can I go for help? 12