The start of our journey towards respectful relationships

About this Guide

This Early Level guide will help you to create activities around the wellbeing indicator of Respected using the Healthy Lifestyles section of the Health and Wellbeing curriculum. Healthy Lifestyles combines the experiences and outcomes used in PSE benchmarks.

Suggested HWB Experiences & Outcomes

HWB 0-01a

I am able to express my feelings and am developing the ability to talk about them.

HWB 0-02a

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 0-07a

I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss.

HWB 0-49a

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.

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…)

HWB 0-01a

Identify different types of feelings in myself and others.

Express my own feelings and show consideration towards the feelings of others.

HWB 0-02aHWB 0-07a

Demonstrate how to ask for help when feeling sad, angry or upset in real and imaginary situations.

HWB 0-49a

Recognise how to react if I feel uncomfortable with someone.

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 choose a name and draw or paint a picture of a present they might give to that person.
  • Explore different ways of showing their appreciation to those around them.
  • Label pictures of children’s faces with appropriate feelings.
  • Talk about a time children felt happy, sad, worried etc and why they felt like that.
  • 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.
  • Use puppets to reinforce or expand children’s 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.
  • Read stories which focus on different types of emotions as the central theme. Talk about why the characters felt that way:
    The Color Monster, A Story About Emotions by Anna Llenas
    The Emotions Book
  • Virtual classroom activities created by HWB team at Alexander Peden

Suggested Cross-Curricular Links

EXA 0-04a

Make feelings masks with balloons and papier mache.

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