Positive Thinking Plan

Overview

This 45-minute session is designed for Year 3 pupils (ages 7-8) to consolidate their understanding of feelings and positive thinking, the final lesson in the unit. Pupils will create a personal positive thinking plan incorporating strategies learned throughout the unit. This builds emotional literacy, self-regulation, and goal-setting skills in alignment with the National Curriculum for England’s PSHE objectives.

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National Curriculum Links

PSHE Association Programme of Study (Key Stage 2):

• Mental health and emotional wellbeing:
  • Recognise that feelings can change over time and range in intensity.
  • Identify strategies to maintain or improve their own mental wellbeing.
• Managing risk and decision making:
  • Understand how to set simple goals and work towards them.

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

• Reflect on their own feelings and identify positive thinking strategies that work for them.
• Create a personalised plan with three clear strategies to maintain a positive mindset.
• Set simple, achievable goals for applying positive thinking in daily life.

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Resources Needed

• Whiteboard and markers
• Personal Positive Thinking Plan worksheet (template provided)
• Pens, coloured pencils, or crayons
• Emotion flashcards (used in previous lessons)
• Example Positive Thinking Plan (teacher prepared)
• Timer or stopwatch

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Lesson Structure

1. Starter (5 minutes)

Activity: Emotion Mind Map

• On the board, draw a mind map with “Feelings” at the centre.
• Invite pupils to recall feelings discussed in the unit (happy, sad, anxious, proud, etc.) and shout out or write them around the map.
• Quickly revisit positive thinking strategies discussed: positive self-talk, breathing exercises, gratitude, seeking help, and kindness.
• Purpose: Refresh vocabulary and activate prior knowledge.

2. Introduction (7 minutes)

Teacher Talk & Q&A:

• Explain that today they will build their own personal positive thinking plan.
• Show an example plan with simple strategies and goals (e.g., “When I feel worried, I will take deep breaths,” “I will say three nice things about myself every morning”).
• Ask: Why is it important to have plans for how to feel positive? How can it help us when we are feeling upset?
• Emphasise that this plan is unique to them and for their own future use.

3. Main Activity (25 minutes)

Personal Positive Thinking Plan Creation

Step 1 (5 mins): Reflection

• Hand out worksheets with sections: “My Feelings,” “Positive Thinking Strategies I Know,” and “My Goals.”
• Pupils reflect silently for 2 mins on a time they felt a strong feeling from the unit.
• Prompt: “What helped you feel better? Which strategies helped?”

Step 2 (10 mins): Strategy Selection

• Pupils list at least three positive thinking strategies they want to include in their plan.
• Encourage use of drawings and words for expression.
• Teachers circulate, providing prompts and scaffolding, e.g., “Can you think of a positive thing to say to yourself if you feel nervous?”

Step 3 (10 mins): Goal Setting

• Pupils write or draw simple goals for daily or weekly practice, such as “I will smile at someone every day” or “I will take deep breaths before a test.”
• Teacher models SMART goals in simple terms: Specific, achievable, and positive.
• Pupils share one goal aloud with a partner or small group.

4. Plenary (8 minutes)

Sharing and Affirmations

• Pupils volunteer to share one strategy and goal from their plan.
• The class practices an affirmation as a group, e.g., “I can be positive and calm.”
• Teacher closes with a positive message about how this plan supports their feelings and helps them grow.
• Quick self-assessment: Pupils rate their confidence in using their plan from 1 to 5 by showing fingers.

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Assessment

• Formative: Teacher observes participation and understanding during discussion, worksheet completion, and sharing.
• Summative: Completed Personal Positive Thinking Plans demonstrate ability to reflect, select strategies, and set goals aligned with unit content.

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Differentiation

• Provide sentence starters or word banks for pupils who need writing support.
• Allow drawing responses for pupils with fine motor difficulties.
• Peer support: Partners work together for sharing ideas and building confidence.

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Extension/Home Learning

• Encourage pupils to keep their plans at home and try out their goals daily.
• Suggest a simple diary or “feelings log” to track use of positive thinking strategies with parental support.

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Reflection for Teachers

• Did pupils clearly identify and reflect on personalised strategies?
• Were goals achievable and appropriately ambitious?
• How effectively did pupils communicate their plans?
• Note any children who may need additional support with emotional regulation or PSHE topics.

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This final lesson not only consolidates the unit's learning but also empowers pupils with personalised tools for emotional resilience and positive wellbeing, meeting the National Curriculum’s aims for mental health awareness and personal development at Key Stage 2.