Suggested HWB Experiences & Outcomes

• I am able to express my feelings and am developing the ability to talk about them. HWB 0-01a
• I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing them. HWB 0-02a
• I am learning about respect for my body and what behaviour is right and wrong. I know who I should talk to if I am worried about this. HWB 0-49a
• I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss. HWB 0-07a

Suggested Learning Intentions

• To begin to recognise own and others feelings.
• To know how to ask for help when they are upset.

Suggested Success Criteria (I can...)

• Identify different types of feelings in myself and others. HWB 0-01a
• Express own feelings and show consideration towards the feelings of others. HWB 0-01a
• Demonstrate how to ask for help when feeling sad, angry or upset in real and imaginary situations. HWB 0-02a / HWB 0-07a
• Recognise how to react if I feel uncomfortable with someone HWB 0-49a

Suggested Learning Experiences

• Discuss what makes us happy in school/what makes us sad. Who makes us happy or sad? Why?
• Discuss how we can tell if someone is happy, sad, angry etc – introduce concept of body language - being able to tell how someone is feeling by looking at them and how they behave.
• Consider the things they do that make other people happy, sad, worried, angry, scared etc.
• Circle time activities – pass round a box containing children’s names. Children select a name and draw a present they would give that person to show how they appreciate them.
• Explore different ways of showing their appreciation to those around them.
• Label pictures of children’s faces with appropriate feelings.
• Talk about a time they felt happy, sad, worried etc and why they felt like that.
• Make a comic strip/story board based on a particular event in their own life or from a text about a time they felt happy/sad etc.
• Use puppets to reinforce understanding of different emotions.
• Match/sort different ‘feelings’ words.
• Mindmap all the people who can help them when they are sad, angry, worried or upset.
• Pass a ‘feelings’ ball or roll a feelings ‘dice’ (if available) and use this to describe a time when they felt the particular emotion/feeling.

Suggested Cross-Curricular Links

• EXA 0-04a / EXA 0-05a – Create a ‘feelings’ collage using drawings/magazine images/photos etc of different emotions. Make an ‘emotions rainbow’ – allocate an emotion to each colour of the rainbow eg, yellow=happy; red=angry etc. Make feelings masks with balloons and papier mache.
• LIT 0-26a – Keep a feelings diary for a week.
• EXA 0-13a – Use drama/role-play to explore different emotions within different situations.
• EXA 0-13a - Role play mirroring and mimicking partners’ emotions. Play ‘charades’ type activity where children mime an emotion for other children to guess what the feeling/emotion is.
• EXA 0-18a - Sing songs about feelings eg, ‘When You’re Happy and You Know It..’ encouraging the children to add their own feelings and actions.
• LIT 0-19a - Read stories which focus on different types of emotions as the central theme. Talk about why the characters felt that way.

Suggested Word Bank

• Happy
• sad
• hurt
• worried
• angry
• feelings
• respect
• emotions
• upset
• considerate
• thoughtful
• myself
• others
• sharing
• scared
• excited

Parent & Community Engagement

• Home School Link Letter Early Level Respected Healthy Lifestyles

Pathways, Tracking & Monitoring

• Year Planner (Early Level)
• Pupil Learning Log 1 and Benchmarks erdh
• Pupil Learning Log 2 and Benchmarks erdh
• Annual Progression Planner ( Early Level)
• Topic Specific Planners ( Early Level)
• Respected E/O Bundle ( Rights Respecting Schools)
• Personalised Year Planner (Early Level)

External Links

• Five Circle time activities about emotions.
• NSPCC website explaining  a simple way to teach your child how to stay safe from abuse.
• RSHP resource that has been developed by a partnership of local authorities and health boards, with advice from Education Scotland and the Scottish Government.