Introducing Dealing withContinents Feeling How to use these notes

• Create a cool-down corner . Do this in the classroom where children can go when they feel emotionally overwhelmed. Provide a safe, private area, with somewhere to sit and cushions to curl up on, cuddle or punch. Work with the class to establish a simple set of rules for using the cool-down corner. • Develop the ‘feelings toolbox’ concept. Do this from the back of the books. Get an old toolbox, or cut a cardboard box into the shape of a toolbox. Take photos of children acting out the coping strategies described in the books. Write a simple instruction to go with each photo, e.g. ‘Take ten deep breaths’. Laminate these to make ‘tips cards’ to put in the toolbox. Encourage pupils to use the toolbox when they are finding it difficult to cope with a feeling. Put the feelings toolbox in the cooldown corner if you have one. • Make sets of feelings cards. Use the cards to play games of snap, memory, bingo, or any other game in which pupils match emotion words to illustrations of children exhibiting those emotions. (Activity 1).

These teacher notes and independent activities can be used to introduce pupils to recognising, naming and dealing with their feelings. These activities are suitable for pupils from Reception to Year 2. All the activities included are stand-alone, but by using them alongside the books in the series Dealing with Feeling, children can explore the topics in more detail.

Curriculum links Quoted below are early learning goals from the Statutory Framework for the Early Years Foundation Stage, 2012 and objectives from the non-statutory programme of study for PSHE at Key Stage 1, November 2011.

Early Years Personal, social and emotional development Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

Angry • Listen to ‘Mars, the Bringer of War’, from The Planets suite by Gustav Holst. Ask pupils how they think the god described in the music is feeling (angry!) Ask: ‘What does anger sound like?’ Pupils work in groups to create angry soundscapes using musical instruments. Groups perform their compositions for the rest of the class. • Ask: ‘If you could paint the feeling of anger, what would your painting look like? What colours would you use? How would you put the paint on the paper?’ Challenge pupils to create paintings that express the feeling of anger. Caring • Work together as a whole class to compose a chant, rap or rhyme about acting in a caring way towards others. Perform it for other classes. • Use technology to draw a picture to illustrate the feeling of caring (e.g. a digital picture showing a person acting in a caring way). • Think, draw and write about times when you feel cared for (Activity 2). Happy • Use plasticine, clay or kitchen foil to create figures of

Key Stage 1 PSHE Pupils should be taught: 1c. to recognise, name and deal with their feelings in a positive way 4a. to recognise how their behaviour affects other people.

General Activities • Create a ‘forest of feelings’ display. Make a tree for each feeling, with the name of the feeling written on the trunk, and leaves showing various aspects of the feeling (e.g. words describing the feeling and pictures/ photos showing facial expressions, body language and other behaviours associated with the feeling).

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Websites

people expressing happiness through body language (e.g. jumping for joy, dancing, doing a high five, cartwheeling, laughing, etc.) • In a PE lesson, work on creating a dance, based around an up-tempo piece of music, that expresses the feeling of happiness. Jealous • Read and discuss a picture book story that has a theme of jealousy, for example, Ebb and Flo and the New Friend by Jane Simmons, Angelina’s Baby Sister by Katharine Holland, or Three Hens and a Peacock by Lester L. Laminack and Henry Cole. • Work together to write a poem about feeling jealous. Proud • Discuss the tips in the Pride Toolbox on page 22 of Dealing with Feeling... Proud, in order to encourage pupils to identify things they are proud of. • Ask pupils to draw a picture to show themselves doing something that makes them feel proud. Worry • Read and discuss a picture book that explores the theme of feeling worried; for example, The Huge Bag of Worries, by Virginia Ironside and Frank Rodgers. Ask: In the story, what things did Jenny worry about? Ask pupils to share some of the things that make them feel worried. You could also ask pupils to draw their own worries as little monsters, in the way Jenny’s worries are illustrated in the book. • Introduce and read the book Dealing with Feeling… Worried. Discuss ways of dealing with your own worries, and ways of helping someone else who is feeling worried. • Ask children to design a comfort object to use when they get worried (Activity 3).

Use these websites to find out more about dealing with feelings. • The website of the PSHE Association has a lot of resources and useful links for teaching PSHE. www. pshe-association.org.uk • Winston’s Wish, the charity for bereaved children, has links to a wide range of teaching resources on the subject of bereavement. www.winstonswish.org.uk • This website by BBC Scotland consists of an interactive story about feelings, together with resources for parents and teachers. www.bbc.co.uk/scotland/education/ health/feelings The full list of titles in the series are: • Angry • Caring • Happy • Jealous • Proud • Sad • Shy • Worried For more information on the titles, please visit the website: www.raintreepublishers.co.uk/ product/9781406250411

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Activity 1: Feelings cards Name ______________________________________ Date ______________________

Cut out the pictures and words along the dotted lines, then find the pairs.

angry

sad

caring

jealous

shy

happy

proud

worried

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Activity 2: Feeling cared for and being caring Name ______________________________________ Date ______________________

When do you feel cared for? I feel cared for when ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Draw a picture to show this.

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Activity 2: Feeling cared for and being caring (continued) Name ______________________________________ Date ______________________

What do you do to care for others? I care for ________________________________________________________________ by ______________________________________________________________ ________________________________________________________________ Draw a picture to show this.

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Activity 3: Comfort objects Name ______________________________________ Date ______________________

You are going to design and make a comfort object you can use when you feel worried. 1. Draw a picture of the comfort object you want to make.

2. Talk about your picture with your teacher. 3. Make your comfort object. 4. Stick a photo here. 5. What’s the best thing about your comfort object? Tell a friend or your teacher. 6. If you could change just one thing about your comfort object, what would it be? Tell a friend or your teacher.

Learning outcome: Design and make a comfort object

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