Calm and Relaxation

Lesson Overview

• Subject: Life Skills
• Curriculum: Personal, Social, Health and Economic (PSHE) Education, aligned with the PSHE Association guidance and SEND Framework in the UK
• Level: KS3 (adapted for Year 2/3 level learners)
• Class Size: 9 students
• Lesson Duration: 50 minutes
• Special Considerations:
  • All students have EHCPs
  • Needs include behaviour, cognition, learning, attention, and concentration difficulties
  • The lesson should be sensory-based, engaging, and allow for independent learning

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Learning Objective (LO)

• To respond to stimuli about things we like to do that make us feel calm and relaxed

Success Criteria

• I can identify activities that help me feel calm.
• I can explore different sensory experiences.
• I can express my preferences through speech, gesture, choice-making, or other means.

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Lesson Breakdown

1️⃣ Settling In & Visual Stimulus (10 mins)

• Activity: "Calm or Not?" (Interactive Discussion)

  • Show large visual flashcards depicting different activities (e.g., deep breathing, drawing, listening to music, jumping on a trampoline, playing a video game, sitting in a quiet room).
  • Ask, "Does this make you feel calm or not?"
  • Encourage students to respond in different ways: thumbs up/down, pointing, or verbally expressing 'yes/no'.

• Support:

  • Use objects of reference for students who need tactile engagement (e.g., a small speaker playing music for ‘listening to music’, a soft toy for ‘cuddling a favourite toy’).
  • For students who struggle to engage, a now and next board helps structure their understanding of what’s next.

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2️⃣ Sensory Circuit Choice Activities (25 mins)

Students rotate between three sensory settings, choosing their preferred way to feel calm.

A) Sensory Tent (Quiet Zone)

• Dark fabric-covered area with soft cushions, fairy lights, lavender scent diffusers, and weighted blankets.
• Calm music or nature sounds play in the background.
• Students can choose to:
  • Simply relax in the space.
  • Hold a sensory tool (fidget toys, soft fabrics).
  • Try deep breathing assisted with bubbles for visual engagement.

B) Calming Creativity Station

• Options include:
  • Colouring mandala patterns with soft-coloured pencils.
  • Finger painting with cool, soothing gel-based paints.
  • Sensory playdough with lavender or vanilla scent.
• Encourages self-expression and focus through creative relaxation.

C) Movement & Music Zone

• Slow movement-focused activities for those who prefer a kinesthetic approach:

  • Gentle fabric dance scarves to wave in time with music.
  • Body squeezing movements using large stability balls (providing calming deep pressure).
  • Slow, guided stretching incorporating simple yoga poses with visuals.

• Independent Engagement Support:

  • Students choosing the same activity repeatedly are encouraged to explore new ones but not forced.
  • Staff use simple prompting (e.g., ‘Would you like to try this?’) rather than direct insistence.

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3️⃣ Reflect & Communicate (10 mins)

• Individual Choice Sharing:

  • Students choose a symbol, drawing, or object to show which activity helped them feel most calm.
  • Options include:
    • Pointing at a visual choice board of the activities.
    • Placing an object from their favourite station in a special "calm box."
    • Mark-making or scribbling for those who prefer expressing non-verbally.

• Sentence Completion (if appropriate, with staff support):

  • "I felt calm when I ____"
  • Encourage students to indicate or verbalise their answer.

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Assessment & Adaptations

✔ Teacher Observation:

• Did the student engage with any calming activities?
• Did they express any preferences?
• Were they able to communicate a response (verbally, with objects, or visually)?

✔ Student Self-Reflection (Visual Rating)

• Provide smiley/sad face visuals for students to assess their own feelings at the end:
  • 😊 (I felt calm)
  • 😐 (A little calm)
  • 😞 (Not calm)

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Differentiation Strategies

• For students needing extra support:
  • Offer one-to-one guidance in an area they feel comfortable engaging with.
  • Use simpler choices (e.g., only two options instead of multiple).
• For students requiring more challenge:
  • Encourage deeper conversation about why an activity makes them feel calm.
  • Introduce relaxation techniques (progressive muscle relaxation, guided imagery).

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Resources Required

✅ Visual flashcards (with calming vs. stimulating activities)
✅ Sensory tent (soft lighting, weighted items, essential oils)
✅ Music players & soundboards
✅ Art materials (colouring sheets, gel-based paints, soft pastels)
✅ Movement props (fabric dance scarves, stability balls)
✅ "Calm box" for reflective activity
✅ Now and next boards (for structure)

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Teacher’s Reflection After Lesson

• What worked well? What sensory elements were most effective?
• What challenges arose? Were students able to articulate their preferences?
• What adaptations are needed for next time?

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Final Thought

This lesson prioritises student well-being, allowing them to explore individual pathways to calmness through sensory choice-making. By making relaxation multi-sensory and engaging, we maximise accessibility for all learners.