Cambridge Primary Wellbeing Stages 1-3 Sample

Working towards endorsement for the Cambridge Pathway.

Cambridge

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Primary Wellbeing

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Stages 1-3

DIGITAL Digital TEACHER’S Coursebook RESOURCE

Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.

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Working towards endorsement for the Cambridge Pathway.

Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.

Working towards endorsement for the Cambridge Pathway.

CAMBRIDGE PRIMARY WELLBEING STAGE 1-3: LESSON PLAN 1.1

Cambridge Primary Wellbeing: Stage 1 Understanding Myself / Identifying emotions Lesson Plan 1.1: My emotions CLASS: DATE: 123Ui.01 Identify a wide range of emotions in themselves and others

Cambridge Wellbeing Check link

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Interpersonal wellbeing: The extent to which learners feel connected to others, and that people care about them, treat them well and value them.

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Life satisfaction: The extent to which learners experience contentment and overall life satisfaction, and feel optimistic about the future.

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Negative emotions: The extent to which learners feel worried, stressed and/or personal sadness.

Cambridge Reading Adventures link

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Learning objective for the lesson

Little Tiger Hu Can Roar by Gabby Pritchard (Yellow) The Boy Who Said No by Alex Eeles (Yellow) It's Much Too Early by Ian Whyrow (Blue) Suli's Big Race by Alex Eeles (Blue)

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The Big Pancake by Susan Gates (Blue) King Fox by Tom Bradman (Purple)

Mei and the Pirate Queen by Tony Bradman (White) •

Emotion: A strong feeling. Emotions can be felt in the body. Often, we feel emotions because of a situation we are in or because of the people we are with.

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Language support

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Wellbeing: Looking after and feeling good in your body and in your brain.

Timing

Planned activities

Starter activity

Cross the circle

5 minutes

Create a space in the classroom. Ask the learners to sit in a circle on the floor or on chairs. Pick out four learners at a time and ask them to cross the circle as: •

Happy penguins

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Sad tigers

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Angry snakes

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Scared monkeys

© Cambridge University Press and Assessment 2024

Resources

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Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.

Working towards endorsement for the Cambridge Pathway.

CAMBRIDGE PRIMARY WELLBEING STAGE 1-3: LESSON PLAN 1.1

Timing

Planned activities

Resources

Main activities

My emotions

10 minutes

Tell learners: Today we are learning about emotions. We all have lots of emotions such as happy, sad, shy, confused, scared and angry. We experience these emotions in our bodies and our brains. Feelings and emotions are an important part of our lives and our well-being.

Create a feelings thermometer for each learner.

Give out the feelings thermometer (see below), one for each learner, and a marker, such as a pebble. Read out the following sentences and ask learners to place their marker on the number or the emoji face: When it is raining, I feel…

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When my favourite relative comes to visit, I feel…

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When I hear a loud noise, I feel…

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When I can’t do my homework, I feel…

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When I can play my favourite game, I feel…

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When I can’t play my favourite game, I feel

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Have something (non-permanent) for the learners to mark or place on the feelings thermometer to show how they are feeling (e.g. clothes pegs, pebbles, Lego bricks).

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Ask for two or three volunteers to say a bit more to the class about their examples.

© Cambridge University Press and Assessment 2024

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Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.

Working towards endorsement for the Cambridge Pathway.

CAMBRIDGE PRIMARY WELLBEING STAGE 1-3: LESSON PLAN 1.1

Timing

Planned activities

Assessment ideas

Display a list of emotions on the whiteboard (happy, sad, shy, confused, scared, angry).

10 minutes

Resources

Choose an emotion that every learner can use to create an image (you could use a picture to help).

Encourage the children to think carefully about what their bodies and what their faces will do to show the emotion. Allow some time for practice in pairs, if helpful. There should be no sound or touching of other people.

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Choose two or three more examples so the learners have an experience of acting out several different emotions.

Now ask for a volunteer to act out/mime one of the emotions practiced in front of the class. Whisper it to the volunteer and ask the other learners to guess it what it might be. Ask them what clues the person miming is giving (Is it their facial expression, what they are doing with their body, how they are acting etc?).

Ask for two or three more volunteers to show different emotions.

Reflect and set actions

Tell learners: Our emotions affect how we think and behave. How we think and behave can affect the feelings and actions of others. So, we need to be aware of our own emotions and those of others and to be able to talk about them if it helps.

10 minutes

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Split the class into pairs. Ask the pairs to talk about something they do that makes them feel good or happy. Ask the learners how talking about something that makes them feel happy makes them feel right now?

Links to other areas of the Cambridge Primary Curriculum Physical Education

123MC.04 Discover and use a range of compositional ideas to express themes, moods and emotions.

English

1SLm.03 Use some relevant vocabulary to describe events and feelings.

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2SLm.03 Use relevant vocabulary to describe events and feelings. *1Wv.01 Use vocabulary relevant to a familiar topic. *2Wv.01 Use vocabulary relevant to a familiar topic. *3Wv.01 Use specialised vocabulary accurately to match a familiar topic.

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1Sc.01 Give basic information about themselves using simple words and phrases.

2Sc.01 Give basic information about themselves using phrases and short sentences.

3Sc.01 Give basic information about themselves using sentences.

2So.01 Express, with support, basic feelings.

3So.01 Express, with support, basic opinions and feelings.

2Wc.02 Express, with support, basic feelings.

3Wc.03 Express, with support, basic opinions and feelings.

© Cambridge University Press and Assessment 2024

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Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.

Working towards endorsement for the Cambridge Pathway.

CAMBRIDGE PRIMARY WELLBEING STAGE 1-3: LESSON PLAN 1.3

Cambridge Primary Wellbeing: Stage 1 Understanding Myself / Managing emotions Lesson Plan 1.3: It’s good to be me CLASS: DATE: 123Um.06 Identify their own strengths and what makes them unique.

Cambridge Wellbeing Check link

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Competence wellbeing: The extent to which learners experience competence, selfconfidence, fulfilment and purpose.

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Interpersonal wellbeing: The extent to which learners feel connected to others, and that people care about them, treat them well and value them.

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Life satisfaction: The extent to which learners experience contentment and overall life satisfaction, and feel optimistic about the future.

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Negative emotions: The extent to which learners feel worried, stressed and/or personal sadness.

Cambridge Reading Adventures link

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Learning objective for the lesson

Leopard and His Spots by Kathryn Harper (Red) Look! It's Baby Duck by Gabby Pritchard (Red)

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A House for Snail by Vivian French (Yellow) Oh Bella! by Lauri Kubuitsile (Yellow) Suli's Big Race by Alex Eeles (Blue)

The Show and Tell Day by Sibel Sagner (Blue) The Lion and the Mouse by Vivian French (Green)

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Turtle is a Hero by Gabby Pritchard (Green) The Best Little Bullfrog in the Forest by Ian Whyrow (Orange) The Great Inventor by Gabby Pritchard (Orange) Little Fennec Foc and Jerboa by Ian Whyrow (Turquoise) Tefo and the Lucky Football Boots by Lauri Kubuitsile (Gold)

Language support

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Strength: Something we are good at, such as maths or swimming. Strengths can also include being a good friend, having courage or a sense of humour. A strength is something that makes us special.

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Unique: Being one of a kind; unlike any other.

© Cambridge University Press and Assessment 2024

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Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.

Working towards endorsement for the Cambridge Pathway.

CAMBRIDGE PRIMARY WELLBEING STAGE 1-3: LESSON PLAN 1.3

Timing

Planned activities

Resources

Starter activity

I am unique!

5 minutes

Create a space in the classroom. Ask the learners to sit in a circle on the floor or on chairs. Place the noisemakers in the middle of the circle.

Explain to the class that you are going to read out some sentences that you think make you unique to this class. If anyone else also has the same experience as you, they must run to the middle, pick up a noisemaker (shake it, blow it, bang it etc.) and say ‘Me too!’.

Two or three noisemakers (bells, rattle, drum, gong, whistle).

Examples: I think I am unique to this class because I am the only one who likes to cook.

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I think I am unique to this class because I am the only one who was born in another country.

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I think I am unique to this class because I am the only one who likes to watch football.

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I think I am unique to this class because I am the only one who has tried roller-skating/skateboarding/parkour.

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Ask some of the learners to try out their own ‘I think I am unique to this class because…’ sentences.

It’s good to be me

20 minutes

Tell learners: Today we are finding out what makes us unique and what our strengths are. A strength is something we are good at, proud of, makes us special or something we have achieved. For example, one of my strengths is…

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Main activities

Split the class into pairs. Ask learners to think of a strength each and remember it. Their partner can help the learner if they are struggling to think of something.

A ‘talking piece’ such as a toy, a ball or a nice rock.

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Now bring the classs together in a circle and introduce the ‘talking piece’.

Explain that whoever is holding this talking piece is speaking and that the rest of the class are listening.

A list of strengths (kindness, generosity, good listening, courage, honesty, fairness, creativity, bravery, hopefulness, curiosity, teamwork, forgiveness).

Model this by going first. Hold the talking piece and say ‘It’s good to be me because one of my strengths is….’ and finish the sentence with something (different from before) that you are good at, proud of, makes you special or you have achieved. For example: It’s good to be me because one of my strengths is helping with the cooking at home.

You then pass the talking piece to a learner next to you. The learner repeats what you have said: It’s good to be you because one of your strengths is helping with the cooking at home. The learner then adds their own strength statement. For example: And it’s good to be me because one of my strengths is being a good friend.

The ‘talking piece’ is then passed all the way around the circle. Learners repeat what the person just before them has said and then add their own sentence.

© Cambridge University Press and Assessment 2024

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Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.

Working towards endorsement for the Cambridge Pathway.

CAMBRIDGE PRIMARY WELLBEING STAGE 1-3: LESSON PLAN 1.3

Timing

Planned activities

Resources

Assessment ideas

Create an ‘Exit Ticket’ for each learner to fill out and give to you on the way out of the lesson. The Exit Ticket could have one or both of these two sentence starters on it:

Search online for a template for an ‘Exit Ticket’.

5 minutes

Reflect and set actions

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I am unique to this class because….

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One of my strengths is ….

Invite the learners to talk about their strengths with someone at home.

Learners could ask the person at home what strengths they have.

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5 minutes

Links to other areas of the Cambridge Primary Curriculum

123TP.05 Recognise movement qualities in self and others and be able to describe own movement strengths and areas for improvement.

English

1Ra.04 Talk about texts heard or read, including making links with own experiences and expressing likes and dislikes.

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Physical Education

© Cambridge University Press and Assessment 2024

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Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.