Introduce theme of the session as Feelings, Likes and Dislikes. Ask children to give a thumbs up/thumbs down for whether they like or dislike the following things (one on each slide):
• Ice cream
Ask one or two pupils why for each one. Explain that we all like different things, and that is fine!
Sometimes things we like/dislike can make us feel certain things. Introduce that the short film they will watch is all about feelings.
In this film, we are introduced to our presenters, Zoe and Joey, who discuss a range of feelings that they have been experiencing.
Click to play.
Explain that like Zoe and Joey, we’re going to do a Feelings Radar Check!
Click to reveal that each face on the screen represents:
• a positive feeling
• a negative feeling
• or in the middle
Ask children to show to a partner or to the class how that feeling might look on them.
These feelings could be displayed in a Feelings Word Bank (see Follow-on Activities below), and children could contribute extra words too.
Show children the three big A3 emojis and place them on the floor around the room. Explain that you will read a mini-story about someone, give the children 10 seconds to think about what the person might be feeling and then the children must move to stand by the emoji that best fits how the person might be feeling. Ask children to describe what the person might be feeling and why (encourage use of ‘because…’) The lists of words from the previous activity should still be on the screen for inspiration.
Zain was goalkeeper for his Saturday football team. He let in a goal that lost them the match.
Children to make their own emoji faces using paper plates/A4 paper/multimedia. They should make three, as per the emoji printouts used in the last exercise, to represent the range of emotions still on the screen (positive/negative/in the middle).
These could be taped onto lollipop sticks to make them easy to hold up in the air.
As they are making them, children should be encouraged to think about times when they have experienced the feelings on the screen.
Children will be asked to imagine themselves in different scenarios, and hold up a face to show what they might feel. Teacher to ask what they feel and why, again encouraging the use of ‘because…’
Adapt the following for the age and stage of your children:
• Imagine you helped make tea for your family, but it got burnt and no one ate it. How might you feel?
• Imagine you have just tied your shoelaces for the first time! How might you feel?
• Imagine you practised really hard for a spelling test, and got full marks. But your friend only got half of them right. How might you feel, how might they feel?
• Imagine you were really excited to go to the Zoo, but it snowed so you couldn’t go. How might you feel?
• Imagine you have just ridden your bike for the first time without stabilisers. How might you feel?
Extension. Sometimes we feel two different things at once. Can you think of a time when you felt excited and nervous at the same time? (E.g. Before taking part in an assembly or Christmas play, excited to take part, nervous that you will remember what to do and say)
Extension. For older children, sometimes we can pretend to feel happy when actually we feel sad. Can you think of a situation when you have done that? (E.g. when given a present that you didn’t like) How did it feel to be pretending? (Demonstrate this using the faces the children have made as masks).
Depending on the age and stage of your children, you may also use this exercise to explore more complex feelings and emotions.
A series of 8 emojis are given and children must guess what feeling or emotion is being communicated. Click to reveal the answers.
Ask pupils to discuss with a talk partner how they would answer the following statements:
• I feel happy when…
• I feel sad when…
• I remember feeling excited when…
• I remember feeling worried when…
Ask some children to share with the class. What similarities and differences are there?
Notice that all of us need certain things – to be loved and respected, and to feel safe. Discuss with the class what these mean to them.
If time, distribute the worksheet Appendix 2: I Feel Happy When… and invite pupils to complete the sheet as an independent writing task in class. Alternatively, this may be given as homework.