Introduction to Feelings

Overview

This 45-minute session is the first lesson in the 7-lesson unit "Feelings and Positive Thinking" designed for Year 3 pupils (ages 7-8). It focuses on helping children identify and understand a range of feelings—both comfortable and uncomfortable—through discussion, reflection, and creative expression. This supports pupils’ personal, social and health education (PSHE) as specified in the National Curriculum for England and the PSHE Association Programme of Study for Key Stage 2.

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National Curriculum Links

Personal, Social, Health and Economic Education (PSHE) - Relationships and Health Education (Key Stage 2)

• Pupils should learn to:
  • recognise and respond appropriately to a wide range of feelings in themselves and others
  • develop strategies to manage their feelings and develop positive strategies for dealing with uncomfortable emotions
  • understand what positively and negatively affects their mental health and wellbeing

Learning Objectives (based on NC and PSHE Association guidance):

• Understand and name a variety of feelings and emotions.
• Differentiate between comfortable (positive) and uncomfortable (negative) feelings.
• Begin to develop vocabulary to express emotions.
• Work collaboratively to explore feelings through discussion and creative group work.

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Success Criteria

By the end of the lesson, pupils will be able to:

• Name at least 6 different feelings.
• Explain the difference between comfortable and uncomfortable feelings.
• Contribute to a group creation of a feelings chart.
• Recognise that all feelings are valid and part of being human.

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Resources

• Large chart paper or whiteboard
• Colourful markers and crayons
• Emoji cards/pictures showing different emotions (happy, sad, angry, scared, excited, calm etc.)
• Feeling cards (words + simple definitions)
• A feelings “thermometer” visual aid (scaling comfortable to uncomfortable)
• Sticky notes or post-it notes

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Lesson Structure

1. Starter Activity (5 minutes)

• Greeting and Warm-up Circle
• Ask each pupil to say how they feel right now using one word or emoji (can use emoji cards as prompts).
• Introduce the idea that feelings are always changing and are an important part of life.

2. Introduction to Feelings (10 minutes)

• Teacher-led discussion:
  • What are feelings? Why do we have them?
  • Show emoji cards (display one by one): ask pupils to name each emotion. Prompt discussion about situations that might cause the feeling.
  • Introduce vocabulary: comfortable feelings (happy, calm, excited) vs uncomfortable feelings (angry, sad, scared).
• Use the feelings “thermometer” to visually explain that feelings range from comfortable to uncomfortable.

3. Group Activity: Creating a Feelings Chart (15 minutes)

• Divide the class into 3 small groups (4 pupils each).
• Each group receives feeling cards and emotion emoji pictures.
• Task: Sort feelings into two categories: ‘comfortable’ and ‘uncomfortable’.
• As a whole class, compile the groups’ ideas on a large feelings chart on the board or paper.
• Discuss and add any additional feelings that come up, promoting inclusion of diverse emotions (like proud, frustrated, nervous).

4. Reflective Conversation (10 minutes)

• Circle time sharing:
  • How can we know how someone is feeling? (body language, tone of voice).
  • Ask pupils to share a time they felt a comfortable and an uncomfortable feeling.
• Highlight that all feelings are okay and important to notice.
• Introduce idea that in future lessons they will learn about managing these feelings positively.

5. Plenary & Assessment (5 minutes)

• Use sticky notes for pupils to write/draw one feeling word or emoji they learned today.
• Pupils place their sticky notes on the feelings chart under ‘comfortable’ or ‘uncomfortable’.
• Teacher reviews, giving positive feedback and reinforcing vocabulary.

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Assessment

Formative assessment will happen continuously through:

• Observing pupil participation during discussions and group sorting.
• Listening for correct use of vocabulary when naming and explaining feelings.
• Reviewing the sticky note placings at the end to ensure comprehension of concepts.

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Differentiation and Inclusion

• Provide picture clues for EAL or less confident readers.
• Encourage pupils to express feelings through drawing if verbal sharing is hard.
• Support pupils with social or emotional difficulties through one-to-one brief chats if necessary.
• Ensure all pupils feel their feelings are valued by validating all contributions.

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Extension (Optional)

• Introduce a feelings journal for pupils to add to each day for the next week.
• Use mindfulness breathing or calm-down techniques after the emotion discussion.

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Reflection for Teachers

• Did the pupils engage actively with the emotions vocabulary?
• Were they able to work cooperatively in groups?
• How did pupils react when discussing uncomfortable feelings?
• Adjust future lessons to include more support or focus on particularly challenging feelings as needed.

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This lesson invites pupils to build emotional literacy in a supportive environment—an essential foundation for resilience and positive mental health. The creative group task and reflective sharing encourage empathy and self-awareness, aligned closely to the National Curriculum’s focus on wellbeing.