1. Year 5 – Feeling good and being me
I can do…
© Leeds South and East CCG

2. Learning outcomes Knowledge Skills
I understand that my actions affect myself and others
I have developed self-awareness, doing the right thing
I can talk about a time when my comfortable/uncomfortable feelings have influenced my thinking and behaviour and had an impact on those around me
I can listen to a friend doing the same 2

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

4. What do we already know? What do we mean by doing the right thing?
How do we know what is right/wrong?
You could scribe children’s ideas onto separate right and wrong sheets. Children could work in group to record their ideas. 4

5. Let’s get started
Can you think of something that you have done recently that has had a positive effect on other people?
Give children some examples if they are unsure. Can you think of something that you have done recently that has had a negative effect on other people? Invite children to share an experience but remind them not to use children’s names. 5

6. Watch the film clip How has this man’s actions affected others?
Discuss how doing good for other people can have a positive affect on yourself. Were these comfortable/uncomfortable feelings? Children make a word wall of comfortable and uncomfortable feelings on prepared’ brick’ shapes. All children stick words on wall.
Source: Mah Nash YouTube
How has this man’s actions affected others?
What effect did this have on him? 6

7. Doing the right thing
Read the cards and think about what is right/wrong
What could have been done differently?
Encourage lots of discussion in groups/pairs to sort the cards. Ask them to explain their thinking to each other. Remind them that different people may have different ways of managing feelings but it is important that they understand which are appropriate/inappropriate. Ask the children to think about the affect each person could have had on others and themselves. How might other people judge them?
There are some cards where an adult could have reacted in the wrong way. Encourage children to think about what the adult could have done differently. Help children to understand that there are times when adults may not react in the way you would expect.
How do you feel when you have done the right thing? 7

8. Comfortable and uncomfortable feelings
How do they affect our thoughts and actions?
In pairs, invite children to share a time when their comfortable feelings influenced their behaviour or thinking. Have some of your own examples ready if children need prompting. How did this impact on those around you? Repeat with uncomfortable feelings.
How can you may sure that you do the right thing? Create an ‘I can/ I am ’ list with the children.
What are you proud of? What do you do to show people that you are able to make the right choices?
Create an ‘I can/ I am’ list with the children.
E.G I can think about whether my action will make people happy or sad.
I can do things to make myself feel proud.
I can show people that I am a good friend. 8

9. I can / I am I am ___ I can ___
How does the right thing make you feel?
How does the feeling good impact on your ability to take on new challenges?
I am ___
I can ___
Children to create 2 statements
I can……statement
I am…….statement
For class display 9

10. How has our learning progressed?
What have we learnt about doing the right thing?
How can you make sure you do the right thing?
When you don’t do the right thing what can you do to make things better? 10

11. Taking the learning away
Look out for people that are doing the right thing and say well done
If people have made the wrong choice could you talk it through with them and help them see what they could have done differently?
The next time you think you have made the wrong choice, think about what you could have done differently so that you are able to learn from your experiences. 11

12. 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:
im-a-young-person
Where can I go for help? 12