How do I feel today?

Learning Intentions

Pupils are learning …

… to explore and express how they feel physically and emotionally.

…to identify and communicate their emotions and feelings.
Self Management

… to contribute to class discussion and recognise and respond to other people’s feelings.
Working With Others

 How do I feel today?

Generate a bank of different feelings or emotions. Is it possible to classify them as either positive or negative? Can anger be a positive emotion? Can sadness sometimes be necessary?

Useful strategies may include:

• Carousel
• Think, Pair, Share
• Brainstorm

Pupils select the most appropriate descriptors from the class-generated material to describe their personal feelings at that time.

Generate a visual display of personal feelings using symbols, colours, pictures from magazines or drawings.

Pupils give feedback using a rounds activity, to the class or group if desired.

Explore how feelings and emotions affect us physically as well as emotionally. How does this impact on our behaviour. You could use the following starter/prompt statements:

• "Being... makes me physically feel..."
• "Feeling... makes me react/behave by..."

What can affect my physical and emotional well-being?

Learning Intentions Pupils are learning …

… to develop an awareness of the things/events that can affect their physical and emotional well-being.

…to identify and communicate their emotions and feelings.

Self Management

…to identify and communicate their emotions and feelings and consider how to manage feeling and mood appropriately.
Self Management

Under the headings ‘The Good’, ‘The Sad’ and ‘The Difficult’, list major life events to date. Sensitivity may be required here.

Alternatively, a timeline could be drawn showing major life events with the different emotions experienced. In pairs or in small groups, discuss these events. Volunteers could share some events with the class. Encourage empathy within the class.

Pupils are given a range of cards consisting of a range of events and feelings. In pairs or groups they match up the event with an appropriate feeling and justify their choices.

Were you surprised at your own or others’ feelings?

Do you think these feelings are common in this situation?

Managing feelings:

Generate possible solutions to dealing with very strong negative feelings. Choose an appropriate method for display and discussion.

Personal reflection:

What have I learnt about myself/others in different situations? Open up to whole class sharing.

What is stress?

Learning Intentions Pupils are learning …

…to develop an understanding of the term stress.

…to use their own and others ideas to locate sources of information and select the most appropriate information for the task.
Managing Information

Using appropriate strategies, explore the concept of stress by using starter sentences such as:

• ‘When people are stressed they look...’
• ‘When people are stressed they feel…’
• ‘I get stressed when…’
• ‘Stress is…’
• ‘Stress can make you…’

Collate the responses and create a class definition for stress.

Possible research project: ‘Is stress a bad thing?’ Pupils can investigate the positive and negative aspects of stress in our lives and choose an appropriate method to present their findings to the class.

How do I know when I am stressed?

Learning Intentions

Pupils are learning …

…to develop an awareness of how stress manifests itself.

Personal reflection activity:

• What events have caused me stress in the last month?
• Why have these events caused me stress?
• What feelings did I have when I was stressed?
• How did I behave when I was stressed?
• Are there any other side effects of stress?

Record the information from the personal reflection on cards keeping it anonymous. Use this as the basis for a role-play activity.

Signs/symptoms of stress

An initial brainstorm activity of what the class know could be developed into a possible research project or the introduction of a visiting speaker.

Classify signs/symptoms into ‘Physical’ (how they affect the body) and ‘Mental/Emotional’.

How do I manage stress?

Learning Intentions

Pupils are learning …

… to develop practical strategies for stress management.

…to select the most appropriate information for the task and use a range of methods for collating, recording and representing the information.
Self Management

Ask the class when do they feel stressed. Using these scenarios ask pupils to find ways to manage the stress, for example:

• “Would it help if you … when you get stressed?
• “Why not try…”
• “I find it helps if I…”

Use Post-Its to display responses and discuss their merits.

Introduce some relaxation exercises for the body and mind. A local fitness instructor could provide advice. Demonstrate how relaxing it is to breathe slowly and deeply.

Explore the benefits of laughter. Is laughter the best medicine? Research and report back using any method suitable.

Useful link:

www.channel4.com/health and click on ‘Stress’

Explore other ways of managing stress. Create a range of suggestions, for example, music, exercise, meditation etc. Create a poster display to demonstrate the benefits of the management of stress.

Who do I turn to?
Personal reflection exercise.

Consider who you would turn to when you are in a crisis or worried.

• Who gives good advice?
• Who makes you think?
• Who is fun to be with?
• Who makes you feel good about yourself?

Highlight the importance of having people in life we can turn to. Pupils design and display their own network of support.

Be aware of school support systems and helpful phone numbers.

What does it mean to have a balanced life?

Learning Intentions

Pupils are learning …

… to develop an understanding of the term a balanced life.

…to give and respond to personal feedback.
Working With Others

Explore the concept of ‘a balanced life’.
Use the following headings in a Carousel* Activity:

• A balanced life looks like….
• A balanced life feels like…
• A balanced life means….
• A balanced life is important because…

Take feedback and create a short summary.

Possible points for discussion:

• Is my life balanced?
• How do I meet my physical, emotional, intellectual, spiritual, and social needs (you may need to clarify what these mean to the pupils)?
• What do I need to do to become more balanced?
• What can happen if our lives are not balanced?

Create a visual representation of a balanced life and an unbalanced life.

How do I achieve life/school balance?

Learning Intentions Pupils are learning …

… to develop an appreciation of the importance of a school/ life balance.

… to manage their own time.
Self-Management

Draw up a timetable detailing ‘A week in my life’. Include meal times, studying, domestic responsibilities, hobbies/interests, exercise and socialising.

Evaluate the degree of school/life balance. Encourage pupils to self-evaluate using the following prompts:

• Do you spend too little/too much time on your studies?
• Do you spend too little/too much time with your friends/family?
• Do you eat a balanced diet?
• Do you get sufficient exercise/fresh air/sleep?
• Do you have sufficient interests/hobbies?
• Do you do something enjoyable/relaxing on a regular basis?
• Do you watch too much TV?

... to review their learning and some aspects that might be improved.

... to seek advice when necessary.
Self Management

Circle/Rounds activity: Everyone presents their timetable and talks about their school/life balance. Ask a guest to talk about how to live life to the full.

Next Steps

Based on the learning from these activities, pupils reflect on a change they could make to improve their school/life balance. Write down a pledge and pin it to a wall display or personal timetable.

… to listen actively and share opinions, they give and respond to personal feedback and show fairness and respect for other’s views and opinions.
Working With Others

Development of Learning Outcomes

• Research and manage information effectively to investigate PD issues; using Mathematics and ICT where appropriate.
• Show deep understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate.
• Demonstrate creativity and initiative when developing ideas and following them through.
• Work effectively with others.
• Demonstrate self-management by working systemically, persisting with tasks, evaluating and improving own performance.
• Communicate effectively in oral, visual, written and ICT formats, showing clear awareness of audience and purpose .

Links with Key Element:

Links with Learning for Life and Work

Personal Health

Personal Understanding

Spiritual Awareness

Home Economics
Key Concept - Healthy Eating