Suggested HWB Experiences & Outcomes

  • I am able to express my feelings and am developing the ability to talk about them. HWB 2-01a
  • 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 2-02a
  • I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave. HWB 2-04a
  • I can describe the physical and emotional changes during puberty, understand why they are taking place and the importance of personal hygiene. HWB 2-48a
  • This is a sensitive aspect of learning and parents/guardians will need to be informed of this before teaching it.

Suggested Learning Intentions

  • To learn to develop strategies to manage emotions.
  • To understand the importance of good personal hygiene.
  • To know about the process of growth and change within their own bodies.

Suggested Success Criteria (I can...)

  • Identify a range of factors that can affect the way I am feeling. HWB 2-04a
  • Demonstrate strategies for dealing with my emotions in a positive way.HWB 2-02HWB2-01a
  • Describe the physical and emotional changes of puberty for both boys and girls and understand the importance of personal hygiene.HWB 2-48a

Suggested Learning Experiences

  • Focus on puberty – introduce by explaining to children that as their bodies are growing and changing (physical changes) they are also experiencing changes within our bodies which we cannot see (emotional changes). This is a sensitive aspect of learning and there are some suggestions about different ways to deliver it  in the External Links section of this page.
  • Brainstorm different factors that can influence how you are feeling – separate these into positive and negative eg, going on holiday, bereavement. Make a timeline of ‘life events’ that have happened to you eg starting school, birth of a sibling etc – how did it make you feel, how did you deal with your feelings / emotions?
  • Make a continuum of emotions, ranging from sad feelings to happy ones. Write down an emotion they are feeling and place it on the continuum. Consider how they deal with the emotion.
  • Make a rainbow of emotions or feelings – display and discuss the various emotions and feelings displayed on the rainbows and relate each one to a life event.
  • Identify times in their lives when they may have experienced ‘loss.’ This may be loss of pet, a loved one, or something that is particularly precious to them. Discuss the range of emotions experienced and how they coped.
  • Discuss who they would approach / ask for support to deal with difficult or long-lasting emotions.
  • Mindmap their own support network of people at school, home and in the community - what barriers would they face in seeking support if needed? How could they overcome these barriers?