Listening to Emotions

Overview

This 30-minute lesson encourages Year 3 pupils to recognise when it is important to listen to their emotions and understand how emotions influence behaviour and decision-making. It closely follows the PSHE National Curriculum (England) objectives for Key Stage 2, focusing on self-awareness and emotional regulation.

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National Curriculum Links

• PSHE Association Programme of Study (Key Stage 2, Years 3–4)

  • Self-regulation and managing risk: Recognising and managing different feelings and emotions in different situations.
  • Making informed choices and decisions: Recognising how emotions affect behaviour and the importance of listening to emotions to make safe and respectful choices.

• Statutory Guidance (DfE, 2021)

  • Teaching pupils about recognising and understanding a range of feelings and emotions, including when emotions signal that a behaviour or situation should be reviewed.

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Learning Objective

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

• Identify different emotions they feel and recognise when it is important to pause and listen to these emotions.
• Explain why listening to emotions can help them make better decisions and manage how they behave.

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Success Criteria

• I can name different emotions I feel during the day.
• I can explain when I should pay attention to my emotions.
• I can describe how listening to my feelings helps me choose what to do next.

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Resources Needed

• Emotion cards (happy, sad, angry, worried, excited, calm, frustrated)
• A puppet or soft toy to act as the “Emotion Listener”
• Whiteboard and markers
• Scenario cards (short stories illustrating emotional situations)
• Paper and coloured pencils for drawing feelings

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Lesson Structure

1. Introduction (5 minutes)

• Starter activity:
  Use the puppet/soft toy to greet the class and explain it is the “Emotion Listener” who wants to know about their feelings today.
  Ask the class: “Can you name some feelings you have had today or this week?”
  Write a list of emotions on the board as pupils share.

• Link to learning: Explain we use our emotions like signals: sometimes they tell us that something is important and we need to listen carefully.

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2. Main Activity (15 minutes)

• Emotion Sorting Game (8 minutes):
  Spread out the emotion cards on tables. Give pupils scenario cards (e.g., “You lost your favourite toy,” “You are starting a new hobby,” “Your friend is not talking to you”). In small groups, pupils pick the emotion card(s) they think match those situations and explain why. Use the "Emotion Listener" puppet to model thoughtful listening and reflection.

• Class discussion (7 minutes):
  Ask: “When do you think it’s really important to stop and listen to your feelings?”
  Guide pupils to understand occasions such as when feeling upset or worried, or before making big choices (like sharing, asking for help, or calming down after anger).
  Write key points on the board.

• Draw your Feelings (optional if time allows):
  Pupils quickly draw a picture showing a time when they noticed a strong feeling and what they did about it.

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3. Plenary and Assessment (10 minutes)

• Emotion Check-in:
  Each pupil holds up one emotion card they feel is most important to listen to and says why. This can be done quickly around the room.

• Reflective question:
  Ask the class, “How can listening to our emotions help us be good friends or learners?” Record main ideas on the board.

• Teacher Assessment:

  • Observe pupil participation and verbal responses demonstrating understanding of when to listen to emotions.
  • Look at drawings and explanations to assess pupils’ ability to identify emotions and link feelings to behavioural choices.

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Differentiation & Inclusion

• Provide visual emotion cards and scenario prompts for pupils who benefit from additional support.
• Encourage more confident pupils to expand their explanations with ‘because’ statements when explaining emotions.
• Use the puppet to engage children who may be shy or reluctant to speak.
• Allow children with EAL or communication needs to use drawings or single words if necessary.

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Extension Ideas

• Send home a “Feelings Diary” template for pupils to record emotions they notice that week and what they did in response.
• Incorporate mindfulness breathing exercises after the lesson to deepen awareness of emotions.
• Link with literacy by having pupils write a short story about a character who listens to their emotions.

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This lesson builds foundational emotional literacy in line with the statutory expectations for PSHE in Key Stage 2, empowering pupils with strategies that promote self-awareness and positive decision-making.