Recognising Our Feelings

Overview

This 45-minute lesson is designed for Year 3 students (aged 7-8) to help them recognise and name their own feelings, a key skill embedded in the National Curriculum for England within the Personal, Social, Health and Economic (PSHE) education framework. Through interactive scenarios and group discussions, students will develop emotional literacy and build the foundation for positive mental wellbeing and social skills.

National Curriculum Links

PSHE Education (Year 3)

Health and Wellbeing:
- Recognise and respond appropriately to a wider range of feelings in themselves and others (DfE, PSHE Association Programme of Study, Health and Wellbeing, Key Stage 2).
- Develop skills to express feelings and manage emotions.
Personal Development:
- Understanding how feelings affect behaviour and how to manage them positively.

Learning Objectives

By the end of this lesson, students will be able to:

Identify and name a range of feelings (e.g. happy, sad, frustrated, excited, worried) in themselves and others.
Recognise situations that might trigger these feelings using relatable scenarios.
Express how they might feel in given situations and demonstrate listening skills when peers share feelings.
Begin to understand the importance of positive thinking in managing feelings.

Resources

Feeling face cards (illustrated with simple emotive expressions)
Scenario cards with everyday situations (age-appropriate, e.g., "You lost your favourite toy", "You did well in a game")
Whiteboard and markers
Large feelings chart (happy, sad, angry, excited, worried, calm)
Colourful sticky notes
“Feelings journal” template (simple worksheet for reflection)

Lesson Structure

1. Engage & Connect (5 mins)

Warm-up Circle Time: Teacher greets students and shares how they are feeling today, modelling naming a feeling.
Ask each student to share one word about how they feel right now, encouraging simple words like "happy", "tired", or "excited."

2. Explore Feelings Vocabulary (10 mins)

Show feeling face cards one by one, asking, "What feeling is this?"
Write agreed words on the whiteboard around a central question: “How do feelings help us?”
Discuss briefly that feelings are normal and everyone has lots of different feelings every day.

3. Scenario Exploration Activity (15 mins)

Divide students into pairs (6 pairs) and give each pair 2 scenario cards.
Instructions: “Read your scenarios together. Talk about how you might feel in each situation. Use the feeling words from earlier.”
After 8 minutes, invite pairs to share one scenario and the feelings they discussed. Teacher writes key feeling words on the feelings chart.

4. Group Reflection and Positive Thinking Introduction (10 mins)

Discuss how some feelings can be tricky (e.g., worry, frustration), and how thinking positively can help.
Introduce the idea of “positive thinking” with a simple example relevant to their age (e.g., “If I’m worried about a test, I can think, 'I’ve prepared well and will try my best.’").
Invite students to share one positive thought they could have for a scenario of their choice.

5. Plenary: Feelings Journal (5 mins)

Hand out the “Feelings journal” worksheet with prompts like:
- “Today I felt…”
- “One feeling I think about differently now is…”
- “A positive thought I want to try is…”
Students complete the sheet independently or with support.

Assessment and Differentiation

Formative Assessment

Observation during pair discussions and group sharing to assess understanding of feelings vocabulary and concepts.
Check responses on the Feelings journal for comprehension and personal reflection.

Differentiation

Support: Provide simplified scenarios or one-to-one support for students who find expressing feelings challenging.
Extension: Challenge advanced students to think of alternative feelings for each scenario or suggest strategies for managing difficult emotions.

Additional Notes for Teachers

Create a safe, supportive environment where all feelings are respected.
Model enthusiasm and emotional openness to encourage honest sharing.
Emphasise that this skill is for everyone, as recognising feelings helps us connect and support each other.
Consider linking this lesson with mindfulness or relaxation activities in future lessons to further promote emotional regulation.

Reflection for Next Lesson

Review the students' Feelings journals. Are they confident naming feelings?
Note any feelings or situations students struggled with to tailor follow-up lessons.
Plan to deepen understanding of positive thinking and coping strategies.

This lesson plan supports the statutory framework and the Programme of Study for PSHE in England by fostering emotional literacy—foundational to student wellbeing and positive relationships. Implementing this will help Year 3 students feel heard and understood while developing confidence in managing their own feelings.

Teaching Instructions