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Managing Thoughts & Feelings

PSHE • Year 12 • 10 • 10 students • Created with AI following Aligned with National Curriculum for England

PSHE
2Year 12
10
10 students
13 March 2025

Teaching Instructions

I want to make a 10 min energiser activity for 16-18 year olds concentrating on handling our thoughts and feelings

Managing Thoughts & Feelings

Curriculum Context

This lesson aligns with the PSHE Association Programme of Study (Key Stage 5) under the core theme of "Health and Wellbeing". Specifically, it addresses the following learning objectives:

  • Developing strategies to manage emotions effectively.
  • Understanding the link between thoughts, feelings, and behaviours.
  • Building emotional resilience and self-awareness.

This energiser activity is designed for Year 12 students (ages 16-18) within the UK education system.


Lesson Overview

  • Duration: 10 minutes
  • Class Size: 10 students
  • Activity Type: Interactive & Reflective

This session will actively engage students in recognising and managing their thoughts and emotions in a structured but engaging way.

Activity: "Thoughts, Feelings, Reactions"

Objective:

To help students understand the connection between their thoughts, emotions, and behaviours while developing strategies to regulate their responses in challenging situations.

Materials Needed:

  • Small pieces of paper or index cards
  • A small box or container
  • Whiteboard and markers

Step-by-Step Guide

1. The Thought Box (2 Minutes)

  • As students enter, hand them an index card.
  • Ask them to write down a recent negative thought or worry they've had (can be anonymous).
  • Have them fold their card and place it in a box.

2. Thought Sorting (3 Minutes)

  • Shuffle and randomly read a few cards aloud (without naming the writer).
  • For each thought, ask:
    • "How might this thought make someone feel?"
    • "What action could this lead to?"
  • Briefly discuss how thoughts influence emotions and actions.

3. The Flip (3 Minutes)

  • Pick a few of the negative thoughts and challenge students to reframe them positively.
  • Example: Instead of "I always mess things up," reframe as "I sometimes struggle, but I learn from my mistakes."
  • Write the new positive versions on the board for reference.

4. Takeaway Reflection (2 Minutes)

  • Ask students to each think of one small action they could take to manage their emotions when a negative thought arises (e.g., deep breathing, journaling, speaking to a friend).
  • If time allows, share ideas briefly.

Plenary & Reflection

  • Finish with a simple grounding technique: Take two deep breaths together as a class.
  • Remind students that they are not their thoughts—they can choose how to respond.

Why This Works:

✔ Encourages active participation and discussion.
✔ Builds self-awareness and resilience.
✔ Provides practical emotional regulation tools, essential for post-16 education and adulthood.


Extension or Variation:

If more time is available, introduce a mindfulness moment where students close their eyes and visualize replacing a negative thought with a positive one.

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