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INTERNATIONAL

PRIMARY

Teacher’s Guide

Teacher’s Guide Wellbeing Stages 4-6

Teacher’s Guide

The Collins International Primary Wellbeing series is a flexible and easy-to implement wellbeing programme that equips learners with the tools they need to build confidence, support mental health and develop emotional resilience along their learning journey. Confidently build learners’ understanding about their wellbeing and be proactive in supporting their emotional health as well as intervene early with any concerns.

Wellbeing Stages 4-6

Download editable files to support teaching and extend learning, allowing for adaptations to best suit the school’s context. Provides support as part of a set of resources for the Cambridge Primary Wellbeing curriculum framework (0034) from 2024.

Wellbeing Stages 4-6

Registered Cambridge International Schools benefit from high-quality programmes, qualifications, assessments and a wide range of support so that teachers can effectively deliver in the classroom. Visit www.cambridgeinternational.org to find out more.

This resource is endorsed for the Cambridge Pathway

✓ Supports the full Cambridge Primary Wellbeing curriculum framework (0034) from 2024

Made with responsibly sourced paper and vegetable-based ink.

✓ Has passed Cambridge International Education’s detailed and independent quality-assurance process

✓ Developed by subject experts ✓ Accessible and appropriate for Cambridge schools worldwide

Wellbeing Teachers Guides 210x297_kr_16.11.23.indd 2

collins.co.uk/international Collins International

Kate Daniels and Victoria Pugh Scan to see how we are reducing our environmental impact.

23/11/2023 2:03 pm

Contents Introduction

How to use this resource

vii

Rules for respect template

Letter to parents

Curriculum mapping grid

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Stage 4

Stage 5

Unit 1 Emotions – Unit overview

Unit 1 Loss – Unit overview

4.1.1 4.1.2 4.1.3

2 5 8

5.1.1 5.1.2 5.1.3

61 63 65

What are emotions? How does my body react? What does resilience mean?

Losing something Losing someone we love Celebrating life in different cultures

Unit 2 Managing my emotions – Unit overview 9

Unit 2 Identity – Unit overview

4.2.1 4.2.2 4.2.3

68 70 71

10 12 14

5.2.1 5.2.2 5.2.3

Unit 3 Healthy body, healthy mind – Unit overview

Unit 3 Habits to keep us healthy – Unit overview

4.3.1 4.3.2 4.3.3

Creating a balanced meal Looking after your oral health Keeping clean and healthy

17 20 22

5.3.1 5.3.2 5.3.3

Time to sleep Getting to sleep Exercise and natural light

75 77 79

Unit 4 People in my life – Unit overview

Unit 4 Me and others – Unit overview

4.4.1 4.4.2 4.4.3

24 26 28

5.4.1 5.4.2 5.4.3

82 84 86

Unit 5 Respect – Unit overview

Unit 5 Love – Unit overview

4.5.1 4.5.2 4.5.3

32 34 36

5.5.1 5.5.2 5.5.3

89 92 94

Unit 6 Keeping safe – Unit overview

4.6.1 4.6.2 4.6.3

39 41 43

5.6.1 5.6.2 5.6.3

97 99 101

Unit 7 Changes – Unit overview

Unit 7 Changing and learning

102

4.7.1 4.7.2 4.7.3

47 48 51

5.7.1 5.7.2 5.7.3

Changes Problems waiting to be solved Brains into action!

103 105 107

Unit 8 One World – Unit overview

109

4.8.1 4.8.2 4.8.3

54 56 57

5.8.1

Rules, rules, rules Different opinions Are you a good listener?

Keeping safe around strangers Managing hazards Staying safe online When friendships change Mistakes Think about your thinking

Reduce, recycle, reuse, repurpose How does plastic affect our planet? Human rights

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All the people I know Good friends It’s only a joke!

Celebrating achievements Images on the internet self care

Why do I feel this way? Runaway thoughts Looking after my mind

5.8.2 5.8.3

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Our families Different friendships Being a bystander Love is all around Spending time together Being part of a community Think before you chat It’s so hot! It’s so cold! Gaming safely

What can we do to make the world more sustainable The great pacific garbage patch To travel or not to travel

110 111 113

Stage 6 Unit 1 Our emotions – Unit overview

115

6.1.1 6.1.2 6.1.3

Exploring emotions How stress can affect our bodies Feeling worried

116 117 119

Unit 2 Healthy minds – Unit overview

120

6.2.1 6.2.2 6.2.3

121

Self-care Comparing yourself with others What is so good about exercise and movement

125 128 130 132

Unit 4 People and me – Unit overview

134

6.4.1 6.4.2 6.4.3

Stereotypes When we fall out Under pressure

135 137 140

Unit 5 Community and choices – Unit overview

141

6.5.1 6.5.2 6.5.3

142 144 145

I have choices I belong to my community It’s everyone’s community

146

6.6.1 6.6.2 6.6.3

147 149 151

6.7.1 6.7.2 6.7.3

Moving Never give up Exams, I’m ready!

Unit 7 Tackling the tough stuff

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Unit 6 Our safety – Unit overview Passwords and PINs First aid Clickbait

153 154 156 158 160

6.8.1 6.8.2 6.8.3

161 163 165

Unit 8 Making a difference – Unit overview What’s the good news? Fairtrade Diverse communities

Acknowledgements

What to do if I’m worried Medicines and health Vaccinations

6.3.1 6.3.2 6.3.3

Unit 3 Medicines and health – Unit overview 127

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Introduction Teacher Workbook stage 4–6 You might feel that along with the huge amount of academic work that you have to teach, fitting in time to teach wellbeing strategies is going to be tough. But actually, not finding time to teach wellbeing makes teaching children tougher. The benefits of teaching emotional wellbeing strategies A child who is emotionally healthy, reflective, and robust is easier to teach. They are more likely to show up, ask curious questions and cope when things don’t go their way. Children who have more confidence are a huge asset to group work and are more able to learn independently, and students who are able to ask for help, who are resilient and self-aware have been proven to accomplish more; seeing challenges as obstacles to overcome, rather than stop signs. But the benefits to teaching wellbeing are not just found in the classroom.

Being able self-regulate will also help children in the playground to form alliances and to negotiate friendship issues – key factors in them feeling happy and settled at school. Teaching your students wellbeing not only boosts their mental health but also prompts their academic success. Additionally, and crucially, it affects their ability to participate in school life in a positive way.

There is every reason to find time to teach wellbeing.

A key part of the curriculum

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You routinely teach children to take care of their physical health through Physical Education and through classes on nutrition. It is equally important to teach them concepts of emotional health and this too needs to be a central part of the curriculum. Emotional education and emotional literacy are key to wellness and wellbeing. Such teaching is a part of a holistic approach to education where the whole child is seen and supported. Age and stage

Helping children develop strategies of self-care now, whilst they are receptive, is vital. It will make puberty easier for them to handle if they are able to show kindness and compassion towards themselves and are able to manage their emotions.

This is an age of rapid development for children, and it can feel overwhelming as expectations on them increase Teaching students to think positively and to challenge negative thinking will help them embrace rather than fear the changes that lie ahead. Transition can be a terrifying prospect for children who struggle with change. but exploring their strengths will help them feel more self-assured about a move to a new school. Helping them to develop robust coping strategies to manage their fears and concerns will also help them feel more in control. These workbooks can be a huge asset as your students face the next stage of their school life. Tools for life If you are able to give children a selection of emotional self-help tools and strategies to use when they need them, you will be giving them tools for life. Rather than waiting for a child to be in crisis before you attempt to access support for their emotional health it is important to intervene early. Being proactive in supporting their emotional health can be hugely beneficial in stopping anger turning into aggression, worry into anxiety and so forth. And of course, it is easier to teach a child anything when they are calm rather than in crisis. The ultimate aim is to move children from being problem dwellers to problem solvers. They will learn, through these workbooks, to be able to express how they feel in healthy and constructive ways and to emotionally self-regulate. They learn that they can have a significant impact on their own thoughts and feelings and that they have many choices about how they behave. Emotional education is powerful and empowering. © HarperCollinsPublishers Ltd 2024

Introduction

Everyone wins with wellbeing. These workbooks are a wonderful and exciting new way to introduce positive mental health strategies to your students helping them to understand themselves, navigate relationships and contribute to the world around them. Good mental health is absolutely key to a successful and happy life and these books bring this important issue to our students’ attention in fun and accessible ways. Enjoy the journey to emotional wellbeing with your students. Emotions are contagious after all and so a more positive, happier, calmer student will lead to a happier, calmer, and more positive classroom. You will all reap the rewards of thinking and exploring emotional health and you will all find time spent on wellbeing to be time well spent.

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Becky Goddard-Hill

Introduction

How to use this resource This resource has been designed to provide flexible but complete coverage of the Cambridge Primary Wellbeing curriculum framework (0034) for Stages 4–6. In line with the framework, it is split into three key strands – Understanding Myself, My Relationships, and Navigating My World. Each stage group consists of eight units, containing three lesson plans covering topics across these strands, with accompanying PowerPoint presentations and, where needed, a resource sheet to support the session. Each lesson also directly corresponds with pages in the relevant Student’s Book, which can be written in by students to support their learning and provide a record of their wellbeing journey. The lesson plans offer guidance for teachers and learning support staff on how to deliver each session confidently, and extra guidance is provided in the notes section of each presentation. All the resources are available to download in an editable format so that schools can adapt and deliver the topics according to their context and the needs of their students.

Content

In line with the Cambridge curriculum, the topics have been carefully arranged to support a flexible approach to content and skills building. This allows teachers to assess the wellbeing needs of their students and tailor their scheme of work accordingly, as well as offering in-built progression where topics are regularly revisited through the stages to ensure that understanding and skills are developed in an age-appropriate way. This enables children to grow in confidence when taking part in discussion, debates and when exploring current issues regarding their wellbeing.

Strand

Sub-strand

Understanding Myself

Identifying emotions

My Relationships

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The units are categorised into three key strands: Understanding myself, My Relationships, and Navigating My World, and are explored through a set of sub-strands as outlined below:

Managing emotions Healthy habits

Staying safe

Navigating my world

Healthy relationships

Dealing with change Making a difference

Each lesson plan covers one or two of the learning objectives from the framework, and lesson resources and key vocabulary are listed at the start of each lesson to support planning. Vocabulary is also collated on the opening page of each unit, to allow you to track the key concepts covered in each unit. Each lesson begins with a starter to allow students to think about the topic and consider their frame of mind for learning. This will be a baseline assessment at the start of each unit to establish current knowledge, supporting you to plan forward for later lessons in the unit depending on need. Lessons incorporate a rich and varied range of activities. This ensures that the lessons are inclusive, allowing for pupils to explore the content in a way that is most effective for them. This is in keeping with the Universal Design for Learning principles which underpin the resource. The lesson plenary draws together the learning, offering strategies and techniques that students can apply in their own lives. Assessment opportunities and next steps suggestions are provided at the end of the lesson. These signal points in the lesson where the teacher can observe student contributions or take a snapshot of work to assess understanding and progress. You will also see additional activities that can be used if you have the opportunity to extend the lesson or feel that further consolidation is needed. These activities can be used to offer multiple means of engagement, representation, action or expression to students.

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How to use this resource

It is important that children can be assessed using a method which allows them to best express their knowledge and understanding of the topic being taught, and throughout the course a range of assessments are suggested such as photos of practical work, freeze frame pictures, reflective diaries and drama. These can provide a record of pupils’ learning and progress. Evidence can also be recorded through the use of individual pupils’ books or a whole class Wellbeing book, which pupils contribute to with pictures, reflections or annotations of work. Rules for respect Prior to teaching the topics, it’s important that some ‘rules for respect’ are established with pupils, rather than imposed on them, as this gives the class a sense of ownership over their learning. Having shared rules for group work, discussion and Wellbeing lessons in general allows pupils to help establish a safe place where they can share their thoughts, opinions and ideas, and explore sensitive topics with confidence. Rules for respect can be decided upon and turned into a class agreement which can be signed by the whole class. Some example rules for respect might include:

• • •

Everyone has the right to be included.

•

People have the right not to share personal experiences or take part if they don’t want to.

• • •

We will respect people’s views even if we don’t agree with them.

•

There are no ‘stupid’ questions and people should not be afraid to ask questions.

Everyone has the right to be listened to.

Anything confidential that is shared in class shouldn’t be discussed with other people outside of the classroom.

We will use the correct vocabulary relating to the units we are studying without people being offended.

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We will agree that it’s OK to get things wrong and we shouldn’t make fun of people for this.

We have provided a template on page xx that you can use to write down these rules. You can print this out and give students a copy to fill in or enlarge a version and fill it in with ideas from your class. Please be mindful that as your students progress through the course, it might become clear that additional rules are needed. We recommend referring students back to the rules of respect regularly throughout the course, especially before teaching a lesson that might be sensitive for some of the students in your class.

Cambridge Wellbeing Check

If you have subscribed to the Cambridge Wellbeing package, you can use the check to get a clear view of the wellbeing needs of your students and year group in advance of, and alongside, the course to support your planning and to allow you to tailor your teaching to your students’ areas of need. The Cambridge Wellbeing Check assesses wellbeing against the following categories: Feelings

Functioning

Life Satisfaction

Negative Emotions

Interpersonal Wellbeing

Competence Wellbeing

The extent to which students experience contentment and overall satisfaction at school

The extent to which students experience feelings of anxiety, stress and/or sadness at school

The extent to which students feel connected to others, that people care about them and that they are valued at school

The extent to which students experience competence, selfconfidence, fulfilment and purpose at school

The check can be used as an assessment at the outset of the course to establish which areas you might want to focus on with your students and can be used again throughout the course to establish whether your interventions are supporting wellbeing sufficiently. © HarperCollinsPublishers Ltd 2024

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How to use this resource

For example, if your students are scoring highly in the Negative Emotions category, you might consider spending some additional time working through the ‘Understanding myself’ lessons, particularly those from the Identifying emotions and Managing emotions sub-strands. If your students are scoring poorly in the Interpersonal Wellbeing category, you might spend longer working through the ‘My Relationships’ lessons in this course. Further information about the Cambridge Wellbeing Check can be found here: https://www.cem.org/wellbeing

Involving parents and care-givers Having a whole-school approach is the best way to support your students’ wellbeing. Below are some suggestions for ways in which parents/carers can be included in this approach. 1. Set up a working party of parents/carers, teachers and children to discuss the curriculum and agree on key decisions such as at ‘What age will you introduce scientific names for body parts?’ 2. Invite parents/carers to view resources and lesson plans and be transparent about what will be covered in sessions. 3. Make use of parents’/carers’ expertise when looking at jobs and stereotypes and invite them in to talk about their own jobs or experiences.

4. Send home a copy of the class/school ground rules for PSHE lessons and encourage parents/carers to contribute to these. 5. Involve parents/carers in a community project to promote the world we live in and work together to make the local community a better place.

6. Have a designated Wellbeing coordinator or lead that parents can speak to should they have any questions. Ensure that all school owners, governors, the headteacher, teachers and support teachers are trained and aware of the Wellbeing curriculum and resources so that the approach is truly a whole-school one and parents/carers feel there is consistency.

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We have also provided a template letter than you can send home to parents to let them know that you will be adopting the Cambridge Wellbeing curriculum. This is editable and can be amended to suit your approach to the curriculum, and any key concerns in your school and local context.

How to use this resource

Wellbeing Rules of Respect! This year we will be learning about our wellbeing and mental health, finding out how we can support our own wellbeing and the wellbeing of our classmates. In these lessons we pledge to: 1. 2. 3. 4. 5. 6.

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10.

Date: …………………............………

Signed by: …………………………………………....................………….

How to use this resource

Letter to parents

Dear parent or guardian Welcome to the Collins International Primary/Lower Secondary Wellbeing course, and the start of your child’s wellbeing journey. Collins supports this learning journey for your child through the materials in this course, and we’d like you, as parents/guardians, to be part of the experience. This letter explains how the course works, and how you can help your child to get the maximum benefit from the Collins materials. What is the Collins Wellbeing course?

Concerns around the wellbeing of children in school have grown since the Covid-19 pandemic; young children might have spent more time at home during the pandemic than they otherwise would have, and this has had an impact on the development of children’s language and social skills, and sense of self. The Collins wellbeing materials have been written to support teachers who need to help their students to navigate a world of school that may be unfamiliar to them, and to help teachers support young students who need help developing their social skills, and who may be more anxious about attending school than children formerly used to be.

Children learn most in the first five years of life: the early years and time spent in kindergarten and nursery are recognised as the essential foundations for success as school. Millions of children will have missed out on essential formative experiences in nurseries and kindergartens because of the pandemic, and schools are now having to help children catch up. Gaps in learning – caused by the pandemic – are being recognised widely; there are similar gaps in the emotional and personal development of the young child. The Collins wellbeing course has been designed to help teachers ensure that young children are fully supported in school in terms of their social, personal and emotional development.

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Similarly, the secondary course has been designed to support older children who have had big gaps in their social experiences of school and relationships with peers, due to the pandemic, at a formative time in their development. Our research with teachers has particularly highlighted increased anxiety in older students, especially around things like giving presentations in school, and how they manage their feelings of anxiety in different settings, and the course has been designed specifically to support that.

There is a large body of research that highlights the important benefits for children’s future and achievements of focusing on wellbeing. Research suggests strong links between student wellbeing and improved academic achievement (Kirkcaldy et al., 2004; Suldo et al., 2011), while incidents of academic underachievement are associated with poorer student wellbeing (van Batenburg-Eddes & Jolles, 2013). Other characteristics such as self-confidence and growth mindset, both of which are important for academic success, have been linked with higher student wellbeing (King, 2017), and students with lower wellbeing have been found to be at a greater risk of behavioural difficulties and school drop-out compared to their peers with higher levels of wellbeing (Arslan & Renshaw, 2018). As such, we hope you’ll agree that it is essential to support your child’s wellbeing effectively. Being involved as a parent/guardian at school There is nothing covered in this course that should raise concerns for you. Topics covered include: identifying and managing emotions, developing healthy habits, establishing healthy relationships with peers, and how to cope when these change, being a part of a community, how to stay safe in school, at home and online, how to cope with change, and how to live sustainably and ethically. Your child’s teacher can provide a more comprehensive summary of the course and how they intend to teach it. The Student’s Book that your child will be using is a workbook that they can write into, and can be used as a record of the topics they have covered, as well as something that they can refer back to to recap on things they have learned to support their wellbeing.

How to use this resource

We also encourage teachers to establish rules for respect in the classroom when teaching the wellbeing course. These will be written and agreed with your children, to ensure that all children are treated fairly and with dignity, and learn how to treat each other in the same way. Your child’s teacher can share this with you. How to support your child If you feel that your child is anxious about going to school, talks about being bullied and unhappy, we encourage you to talk to your child about their fears, and consult their teacher for guidance about this. If appropriate, you could look at the student workbook as it may provide some guidance about how to talk about difficult topics with your child. Encourage your child you talk to their teacher about their feelings, but if you have serious concerns about your child’s wellbeing please do consult a doctor or counselling service, as available and appropriate in your region. If you have any concerns about what is being covered, your child’s behaviour at school or your child’s attitude towards school, you should speak to your child’s teacher.

We hope that your children will develop stronger interpersonal skills, emotional literacy and improved self-esteem through this course.

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The Collins Team

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How to use this resource

Curriculum Framework Coverage These learning objectives are reproduced from the Cambridge Primary and Lower Secondary Wellbeing curriculum framework (0034) from 2024. This Cambridge Assessment copyright material is reproduced under licence and remains the intellectual property of Cambridge Assessment International Education Mainly covered here

Stages 4–6 Learning objectives

Also covered here

Understanding myself Identifying emotions S4, U1, L1; S6, U1, L1

456Ui.02 Understand how emotion can physically affect their bodies.

S4, U1, L2; S6, U1, L2

456Ui.03 Understand that emotions can change over time due to planned and unplanned external factors.

S4, U1, L3; S6, U1, L3

456Ui.04 Explore emotions related to loss and bereavement.

S5, U1, L1, L2 and L3

456Ui.01 Identify a wide range of emotions in themselves and others using a wide range of vocabulary.

Managing emotions

S4, U2, L1

456Um.02 Evaluate whether their behaviour is appropriate for a given situation.

S4, U2, L2

456Um.03 Practise a range of strategies to support emotional selfcare and identify which they find most useful.

S4, U2, L3; S5, U2, L3; S6, U2, L3

456Um.04 Practise a range of strategies they can use when selfmanaging unpleasant or intense emotions and identify which strategies they find most useful.

S6, U2, L1

456Um.05 Explore different facets that contribute to their identity and the importance of having a positive attitude towards themselves.

S5, U2, L1; S6, U2, L2

456Um.06 Understand that comparing themselves with others can contribute to an unhealthy mindset.

S5, U2, L2

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456Um.01 Explore triggers for different emotions.

Healthy habits 456Uh.01 Explore the impact of habits on wellbeing.

S5, U3, L2

456Uh.02 Recognise signs of physical and mental ill health and know who to tell.

S6, U3, L1

456Uh.03 Understand why a balanced diet may be different for different individuals.

S4, U3, L1

456Uh.04 Understand how food and drink can affect their oral health.

S4, U3, L2

456Uh.05 Explore the benefits of movement for both body and mind.

S5, U3, L3

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S6, U2, L3

Curriculum framework coverage

Mainly covered here

Also covered here

456Uh.06 *Identify at least one physical activity they enjoy and practise regularly.

S5, U3, L3

S6, U2, L3

456Uh.07 Know why personal hygiene is important.

S4, U3, L3; S4, U3, L2

456Uh.08 Explore factors that affect their ability to rest.

S5, U3, L1

456Uh.09 Explore factors that affect their ability to sleep.

S5, U3, L1

456Uh.10 Identify a personal sleep routine that promotes good sleep.

S5, U3, L2

456Uh.11 Explore the benefits of natural light on wellbeing.

S5, U3, L3

456Uh.12 Understand the effects of medicines and when to use them.

S6, U3, L2

456Uh.13 Understand how vaccinations protect us from diseases.

S6, U3, L3

456Uh.14 *Offer help and suggestions to others to help them manage their wellbeing.

S6, U3, L1

My relationships

Stages 4–6 Learning objectives

Healthy relationships

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456Rh.01 Describe the role of different types of relationships in their life.

S4, U4, L4 S4, U4, L5

456Rh.03 Understand that they can have different relationships with different friends.

S5, U4, L5

456Rh.02 Explain the importance of friends and how they can support each other when they need help or are unhappy.

S6, U4, L5

456Rh.05 Explore reasons why friendships change over time.

S5, U4, L5

456Rh.06 Explore the difference between a joke and bullying.

S4, U4, L6

456Rh.07 Know what to do if they, or others, are being bullied.

S5, U4, L6

456Rh.08 Identify different types of peer pressure and know strategies to combat it.

S6, U4, L6

456Rh.09 Explore how stereotypes can have a negative effect.

S6, U4, L4

456Rh.10 Discuss different types of families and the similarities and differences between them.

S5, U4, L4

456Rh.11 Identify activities they and their family can take part in to support their wellbeing.

S5, U4, L2

456Rh.12 Recognise different ways of expressing and receiving love.

S5, U4, L1

456Rh.13 Discuss how they may become part of different communities during their lifetime.

S5, U4, L3; S6, U4, L2 and L3

456Rh.04 Know how mutual compromise can be used to resolve conflict.

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Curriculum framework coverage

Mainly covered here

456Rh.14 *Communicate their own boundaries to others.

S5, U4, L1; S6, U4, L1

456Rh.15 *Respect other people's boundaries.

S6, U4, L1

456Rh.16 Explain the importance of respecting others, even when they have different experiences, thoughts and emotions to their own.

S4, U4, L2

456Rh.17 Identify home and school rules and consider why they are important and different.

S4, U4, L1

456Rh.18 *Understand and demonstrate why active listening skills are important.

S4, U4, L3

456Rh.19 Compare different types of communication.

S4, U5, L3

456Rh.20 Explore the differences between a secret and a surprise, and discuss the appropriateness of sharing each.

S6, U5, L1

Also covered here

Stages 4–6 Learning objectives

Navigating my world

Staying safe

S4, U5, L1; S5, U5, L1

456Ns.02 *Identify who they can ask for help if they feel unsafe or uncomfortable in some situations.

S4, U5, L1 and L3; S5, U5, L1; S5, U5, L3; S6, U5, L1

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456Ns.01 *Know how to respond safely in interactions with strangers.

S6, U5, L2

456Ns.04 Understand the importance of passwords, pins and safety features to keep information secure and safe.

S6, U5, L1

456Ns.05 Identify possible hazards in a range of familiar and unfamiliar contexts and know how to assess and manage them.

S4, U5, L2

456Ns.06 Understand the effects of extreme heat and cold and how to mitigate them.

S5, U5, L2

456Ns.07 Explore the different rules, regulations and restrictions that are in place to keep them safe.

S4, U5, L3; S5, U5, L3

456Ns.08 Explore the ways in which websites use clickbait and advertising to encourage time online.

S6, U5, L3

456Ns.03 Know basic first aid techniques.

Dealing with change 456Nd.01 Describe the physical and emotional impact that changes can have on people.

S4, U6, L1

456Nd.02 Understand that different people respond to change in different ways.

S5, U6, L1

456Nd.03 Identify different ways of managing changes in their life and where to seek support.

S6, U6, L1

Curriculum framework coverage

Stages 4–6 Learning objectives

Mainly covered here

456Nd.04 *Explore how mistakes can become positive learning experiences.

S4, U6, L2; S5, U6, L2; S6, U6, L2

456Nd.05 *Demonstrate metacognitive strategies in their learning.

S4, U6, L3; S5, U6, L3; S6, U6, L3

Also covered here

Making a difference S4, U7, L1; S5, U7, L1; S6, U7, L1

456Nb.02 Identify ways in which they can behave more sustainably.

S5, U7, L3

456Nb.03 Understand the positive impact that buying fairtrade and ethically sourced products has on communities and countries.

S6, U7, L2

456Nb.04 Understand the impact of plastics on our planet.

456Nb.01 Explore how to apply the four Rs of waste reduction to their everyday life.

S4, U7, L2; S5, U7, L2 S6, U7, L3

456Nb.06 Explore their fundamental human rights.

S4, U7, L3

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456Nb.05 Understand the importance of diversity and the benefits of living in a diverse community.

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Curriculum framework coverage

Stage 4, Identifying emotions

4.1

Emotions Sub-strand

Curriculum framework objectives

Overview

4.1.1 What are emotions?

Identifying emotions

• 456Ui.01 Identify a wide range of emotions in themselves and others using a wide range of vocabulary.

This lesson focuses on developing students’ emotional awareness and empathy. It begins by inviting students to share their feelings and discussing the importance of recognising emotions. Students then analyse emotion flashcards and engage in activities such as matching words to flashcards, playing charades, and creating sentences or stories using emotion words.

4.1.2 How does my body react?

Identifying emotions

• 456Ui.02 Understand how emotion can physically affect their bodies.

This lesson focuses on exploring the physical aspects of emotions. Students start by reflecting on their own experiences of excitement and discussing the physical changes they observed. They then analyse the emotions of different individuals based on physical cues and act out vocabulary words related to physical effects. Students complete a worksheet matching physical effects to emotions and write a descriptive paragraph about a character's emotions in a story, emphasising physical clues.

4.1.3 What does resilience mean?

Identifying emotions

• 456Ui.03 Understand that emotions can change over time due to planned and unplanned external factors.

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Lesson number and title

This lesson focuses on teaching students about resilience and problem-solving. It includes activities such as discussing the definition of resilience, reading a picture book on the topic, creating and acting out scenarios, and reflecting on solutions. The plenary involves students providing positive feedback on group performances. The lesson aims to develop students' resilience and problem-solving abilities.

Unit 4.1: Emotions, Unit overview

Stage 4, Identifying emotions

4.1.1

What are emotions?

Big question: •

Key vocabulary:

What are emotions?

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Objectives • 456Ui.01 Identify a wide range of emotions in

emotions, feelings, disgust, happy, sad, scared, frightened, excited, shy, confused, angry

Resources:

themselves and others using a wide range of vocabulary.

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PowerPoint 4.1.1

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Workbook pp. 1–4

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Worksheet 4.1.1a and 4.1.1b

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Scissors; camera/smartphone and printer; lollipop sticks and glue

Introduction (10 mins) Share the ‘What do you know’ questions from Workbook page 1 and ask students to work in pairs to share their ideas. Encourage them to share as many emotion words as possible and really consider what makes them happy or sad. Using Slide 1, introduce the lesson by inviting students to share how they are feeling today, being mindful of any recent events in your class that might cause them to find this upsetting. Record some of the emotion words they use on the slide or on the board.

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Ask students to work in pairs to explain the importance of recognising our own emotions and those of others and to make a note of these. Use Slide 2 to check and compare students’ understanding of the importance of recognising their own emotions as a springboard for further discussion. (See the slide notes for additional guidance.)

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Using Slide 3, ask students to identify how they think each person is feeling. Do they all agree? Acknowledge with students that we can often feel more than one emotion at a time.

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Activities (25 mins)

Organise students into pairs or small groups and hand out Worksheets 4.1.1a and b. Ask students to cut out the flashcards and match them to the correct emotion word, or use the word list to write the correct emotion under each flashcard. Or you can use Workbook Activity 1.1a.

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Ask students to play charades in small groups or pairs, using the emotion flashcards. Tell them to choose one and act out what they see on the card for the rest of their group to guess. They can use a range of facial expressions or their whole body to act out the emotion. Encourage students to consider some more complex emotions such as frustration, overwhelm and so on.

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Then ask students to use the emotion words to create their own sentences or a short group story. Encourage them to consider how each character in their story feels and why. You can model this using the example on Slide 4 and then encourage students to create their own. Based on the needs of the class, you can either choose emotions for them to write about or they can choose some of their own. Create a range of sentences or paragraphs as a model for students if they need them. The purpose of the activity is to encourage students to recognise a range of emotions, times when they might be felt and to use the vocabulary.

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Photograph a student or staff member making faces to show each of the emotions and stick the images to a lollypop stick. You can use these as a way for students to illustrate how they are feeling (excited, anxious and so on) or as a ‘heads-up’ game. One student has the sad ‘mask’ on and their partner then acts this out or describes it without using the word sad.

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Plenary (10 mins)

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Using Slide 5, ask students to choose two of the emotions identified today and to consider a time when they have felt this way. They can share their reflections with their talking partner if they feel comfortable doing so and they can record their reflections in Workbook Activity 1.1b or in their notebooks.

Assessment opportunities and next steps

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Ask students to record times when they feel different emotions over the period of a week. They can record these in Workbook Activity 1.1c using emojis or writing a sentence, whichever they prefer.

Unit 4.1: Emotions, Lesson 1

Stage 4, Identifying emotions

Worksheet 4.1.1a

Emotion flashcards

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Cut out the flashcards to match with the emotion words on Worksheet 4.1.1b.

Unit 4.1: Emotions, Lesson 1

Stage 4, Identifying emotions

Worksheet 4.1.1b

Emotion word list

Cut out the emotion words below and match them to the emotion flashcards on Worksheet 4.1.1a.

Confused

Happy

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Excited

Angry

Nervous

Scared

Shy

Sad

Unit 4.1: Emotions, Lesson 1

Stage 4, Identifying emotions

4.1.2

How does my body react?

Big question: •

Key vocabulary:

How do emotions affect our bodies?

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Objectives •

emotion, tense, flushed, relaxed, excited, focused, react

Resources:

456Ui.02 Understand how emotion can physically affect their bodies.

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PowerPoint 4.1.2

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Workbook pp. 5–6

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Worksheets 4.1.2a and 4.1.2b

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Thesauruses

Introduction (10 mins) Using Slide 1, ask students to think about a time when they were really excited (e.g. when opening a present, getting ready for a holiday or special event, going to a friend’s house). Ask them to spend a few minutes thinking about what their face might have looked like when they were excited and if their bodies changed or reacted in any way (e.g. flushed cheeks, big smile, sweaty palms, feeling happy). Explain that that sometimes we might think we are hiding emotions, but our bodies can give them away. Share ideas as a class after some reflection time.

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Activities (25 mins)

Look at Slide 2. How do the students think each of the children are feeling? How do they know this? Ask students to consider the physical clues. While we may not always show exactly what we are feeling there are some clues which we can look out for.

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Using Slide 2, ask students to work in groups to consider how each of the children might feel and why they think that. 1. Could be angry due to the frown and tense body language. 2. Could be shocked or excited due to the facial expression and hands in surprise. 3. Could be sad or worried, facing down, sad expression, knees to chest

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It is important to spend some time clarifying vocabulary such as ‘tense’, ‘slumped’ and so on. Get students to act out each of these. Assign each student or a group of students a phrase from the vocabulary list on Slide 3 and ask them to explain what it means with the class before acting it out (also see the slide notes). Take pictures of the students acting out each physical effect.

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Students can complete Worksheet 4.1.2a or Workbook Activity 1.2a independently or in groups, matching the physical effects to the emotion. They can choose some emotions of their own to challenge themselves further. It would be good to share some of these ideas as a class so that students have more options of emotions to choose from. They could use a thesaurus to help. They may wish to consider jealousy or disgust, for example.

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Read through Slide 4 with the class and then ask students to write a short paragraph to describe how Anu might have felt at different times. Remind them to think carefully about the physical clues and use descriptive words in their writing. Use the questions on the slide as prompts. They can record their paragraph on Worksheet 4.1.2b or Workbook Activity 1.2b, illustrating with a picture if they choose.

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Plenary (10 mins)

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Ask students to read out their paragraphs and share the key physical effects they have described. They can share these as a class or in groups.

Assessment opportunities and next steps

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Use Worksheets 4.1.2a and b to assess students’ understanding of the physical effects of emotions on the body.

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Encourage students to use some of the examples from today’s lesson, and the vocabulary, in their own descriptive writing in the future so that it enhances the reader’s understanding of the characters’ emotions and feelings.

Unit 4.1: Emotions, Lesson 2

Stage 4, Identifying emotions

Worksheet 4.1.2a

How might my body react?

Match the emotion in the left column with the physical effect it has on the body in the right column, using the examples at the bottom of the page. If you would like to share, you can put an example of when you have felt that way in the example column. Can you think of any other emotions and give some examples of physically effects in the empty boxes? Emotion

Physical effect

My example

Happiness

Fear or feeling scared

Anger

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Sadness

slumped posture

sweating

slow movements

tense muscle

tearful eyes

smiling

clenched jaw

relaxed muscles

raised voice

feeling light

increased heart rate

Unit 4.1: Emotions, Lesson 2

Stage 4, Identifying emotions

Worksheet 4.1.2b

Emotion story

Write a paragraph to describe how Anu might be feeling. Remember to give lots of physical clues about how she might be feeling. .................................................................... .................................................................... ....................................................................

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............................................................................................................ ............................................................................................................

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............................................................................................................

You can illustrate the story with a picture below.

Unit 4.1: Emotions, Lesson 2

Stage 4, Identifying emotions

4.1.3

What does resilience mean?

Big question: •

Key vocabulary:

What does it mean to be resilient?

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Objectives •

resilience, difficult, struggle, frustrated, friendship, support, help

Resources:

456Ui.03 Understand that emotions can change over time due to planned and unplanned external factors.

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PowerPoint 4.1.3

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Workbook pp. 7–8

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Resilience stories (see Slide 2); dictionary; poster paper and pens; video camera

Please ensure you have read the book before the lesson to ensure that they are suitable for your class context. You can choose an alternative if you feel that there is something more appropriate for your context and your students’ needs. It is important that the stories are culturally responsive and diverse.

Introduction (10 mins) Introduce the lesson by asking students if anyone would like to offer a definition of ‘resilience’. Show Slide 1. Use a dictionary to help come up with a class definition. Ask students if they can think of any words or phrases with a similar meaning (see slide notes) and create a graffiti wall (large sheets or rolls of paper stuck to the wall for students to write and draw on).

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Look at the picture book, The Think Lou Couldn’t Do (see Slide 2) which links to resilience and read through the story with the class. In groups, ask students to think about the following questions:

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− What was the problem in the story? − How did the character feel about the problem? − How did the character first react to the problem? − How did they go about solving the problem? − Did anyone help them solve the problem?

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They can record their ideas on poster paper or using a mind map app such as Popplet Lite.

Activities (25 mins)

Show Slide 3 and read through the problem scenarios. Ask students to work in groups, and allocate one problem per group. Say that you want them to think of and then act out a solution, taking into consideration the questions from the introduction. The solution scenes should be no longer than three minutes per group. Ask students to think of what each character could do or say to themselves or others to show resilience. (See slide notes for more detailed suggestions.)

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− Annalisa: Although she is frustrated and angry, this is one question only – it's not the end of the world. She needs to learn to put her worries into perspective, even though it may feel like a disastrous situation at the time.

− Jackson: Although he is disappointed, he could support his teammates and be ready if he is needed. He could also keep practising and working on the areas he needs to develop.

− Tomas will probably experience a range of emotions (anger, sadness, loneliness, anxiety). He could organise ways to keep in touch with Arjun, and may need to consider making new friends or strengthening other friendships.

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Get students to perform and record their scenario solutions, encouraging praise for each one. Prompt watching students to think carefully about the solutions that are being offered.

Plenary (10 mins)

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Show Slide 4. Invite students to reflect on the lesson and unit by considering each of the questions and writing their answers on the graffiti wall, in their notebook or Workbook page 8.

Assessment opportunities and next steps

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Print stills from the videos for students to annotate using the key questions from the introduction, or with feelings words based on characters’ possible emotions throughout the scenario.

Unit 4.1: Emotions, Lesson 3