Mindful Moments

Overview

In this lesson (6 of 10) students practise simple mindfulness skills to support wellbeing. They learn how calm breathing and gentle stretching can help them feel more settled and present when they notice big feelings.

Learning intentions

• WALT learn what mindfulness means in a simple way (being present).
• WALT practise mindful breathing (in through the nose, out through the mouth).
• WALT practise gentle stretching to help the body feel calm.
• WALT identify how being present can help with feelings.

Success criteria

• I can say that mindfulness means “noticing what I can see, hear, and feel right now”.
• I can follow a mindful breathing routine with my teacher.
• I can do gentle stretches safely and respectfully.
• I can tell a friend one way being present can help my feelings.

Curriculum links

• Health Education / Bodies | Minds — Self-care: People engage in habits that support lifelong wellbeing, including recognising how caring for mind and body helps feelings.
• Health Education / Bodies | Minds — Self-care: Healthy bodies and minds need caring people, good sleep, nourishing food, movement, and a safe place to feel secure.
• Health Education: Students identify strengths, successes, and enjoyable activities by reflecting on what helps them feel calm and present.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and set up. Teacher greets students, explains they will practise “mindful moments” today, and sets a calm expectation for quiet listening. Students choose a comfortable spot, sit cross-legged or on chairs, and show a “ready body” (hands still, eyes on teacher).

2. 5–12 min · What is being present? (Think–pair–share). Teacher uses simple language: “Mindfulness is noticing what’s happening right now—your breath, your body, and what you can hear.” Students think, then pair-share: “Right now, I can notice…”

3. 12–22 min · Mindful breathing routine (guided practice). Teacher demonstrates slowly: breathe in through the nose like smelling a flower, breathe out like blowing a candle; model 3 breaths and keep a gentle voice. Students follow together for 3 breaths, then practise 3 more with a quiet counting cue (teacher counts “one…two…three”).

4. 22–32 min · Gentle stretching for calm (safe movement). Teacher explains safety: “We move slowly, no pushing, and we keep space around our bodies.” They demonstrate stretches: neck stretch (side), shoulder rolls (small), arm reach (up), and “starfish arms” spread gently. Students mirror teacher movements, pausing when teacher calls “freeze—notice your body”.

5. 32–40 min · Feeling check-in (notice and name). Teacher introduces a simple feelings scale with three options on the board/visual: “Feeling calm”, “Feeling okay”, “Feeling wiggly/upset”. Students choose one option privately, then (if they want) share with a partner: “Before my breathing I felt… after I felt…”

6. 40–50 min · Mindful listening game (focus practice). Teacher explains: “We will listen for one sound and try to notice it without thinking too much.” Teacher sets one short sound cue (e.g., bell once, then silent). Students sit still, eyes softly open, and practise “hear it, notice it, let it go” for about 2 minutes.

7. 50–58 min · Apply: how being present helps feelings (small group talk). Teacher frames scenarios: “When I feel frustrated at learning time…” “When I feel nervous before sharing…” Students discuss: “What mindful moment could help?” Students choose one idea (breathing or stretching) and tell their group using a sentence starter.

8. 58–60 min · Exit reflection (quick check). Teacher collects one-word/short answers verbally or on a quick sticky note: “One mindful thing I can do is…” Students respond: breathing, stretching, or listening—showing understanding and participation.

Resources

• A simple feelings visual (calm/okay/wiggly or upset)
• Teacher-made picture cues for mindful breathing (“smell flower / blow candle”)
• A class-safe space plan (clear boundaries around student spots)
• Bell or chime for mindful listening
• Sentence starter cards: “When I feel ____, I can try ____.”
• Paper/pencils or sticky notes for exit reflection

Assessment

• Observation during guided breathing and stretching: follows routine, moves safely, participates calmly.
• Pair/small group talk: can name a feeling and link being present to helping feelings.
• Exit reflection: identifies at least one mindful action (breathing, stretching, or listening).

Differentiation

• Support: provide visual cue cards for each breathing step; offer a “quiet job” option (timekeeper for counting) for students who need extra control.
• Support: use sentence starters and model one complete response before students speak.
• Extension: invite students to add a second mindful idea (e.g., “I can breathe and then stretch my shoulders”) or explain how their body changes (e.g., “my shoulders feel softer”).
• EAL/SEN: keep wording consistent (“in… out… notice… freeze”), repeat instructions, and allow pointing to feelings visuals instead of speaking.