Transforming Thinking Patterns

Lesson Overview

Duration: 90 minutes
Class Size: 10 students
Unit: Navigating Mental Wellbeing (Lesson 3 of 5)
Subject: PSHE (Personal, Social, Health and Economic Education)
Student Group: Entry 3 (Post 16-25 SEND Employability and Life Skills)
National Curriculum Link:

• PSHE Education Programme of Study, Key Stage 5 and Entry Level
• Focus on mental wellbeing, recognising influences on mental health, and developing coping strategies (DfE PSHE Programme of Study, 2021).

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Learning Objectives (WALT)

• WALT identify negative thinking patterns and understand how they impact wellbeing.
• WALT learn and practise cognitive restructuring techniques to challenge negative thoughts.
• WALT develop positive thinking habits to promote mental health and resilience.

Success Criteria

• I can recognise examples of negative thinking patterns in myself and others.
• I can explain how changing thinking patterns can improve how I feel.
• I can practise a simple cognitive restructuring technique during the lesson.
• I can share how I might use this technique in everyday life to support my mental wellbeing.

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National Curriculum Alignment

• Personal Development:
  Entry level and post-16 PSHE focus on self-awareness and self-regulation of emotions and thoughts that affect mental wellbeing.
• Mental Health and Wellbeing:
  Encourages understanding of mental wellbeing and strategies to maintain or improve it (DfE PSHE Programme of Study, 2021).
• Employability Skills:
  Developing reflective practice and coping strategies to manage stress and negative thinking are key skills for independence and employment readiness.

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Resources Required

• Whiteboard and markers
• Printed "Thought Record" worksheets adapted for Entry 3
• Emotion and thought flashcards (with simple images and key words)
• Scenario cards for group discussion and role play
• Calm music playlist for mindfulness activity
• Timer or stopwatch
• Reflection journals or notebooks

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Lesson Structure

1. Introduction and Recap (10 mins)

• Activity: Circle discussion: what did we learn about mental wellbeing in Lesson 2?
• Use simple prompts and visuals to recap previous learning about mood and feelings.
• Explain today’s focus: how our thoughts affect feelings and how we can 'transform' negative thinking into positive thinking.
• Check understanding: What kind of thoughts can make us feel upset or worried?

Differentiation:

• Use visual aids and sentence starters for students with communication difficulties.
• Pair students to offer peer support.

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2. Identifying Negative Thinking Patterns (15 mins)

• Brief interactive presentation introducing common unhelpful thinking habits (e.g. all-or-nothing thinking, catastrophising, mind reading).
• Use simple definitions and relatable examples tailored to life skills and employability contexts.
• Activity: Match thought flashcards to their description (group sorting task).

Differentiation:

• Offer pre-matched cards for students needing additional support.
• Encourage more confident learners to explain cards to peers.

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3. Introducing Cognitive Restructuring (20 mins)

• Explain in simple terms: cognitive restructuring means changing a negative thought into a more balanced or positive one. Use a thought record model.
• Model an example: “I always fail at interviews” --> “I sometimes find interviews hard, but I can prepare and improve.”
• Activity: In small groups, students work on scenario cards showing negative thoughts and practice rewriting them positively using thought record worksheet prompts.

Differentiation:

• Provide sentence starters and word banks on worksheets.
• Use roleplay for kinesthetic learners: practising conversations that include restructured thoughts.

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4. Mindfulness and Positive Affirmations (15 mins)

• Brief guided mindfulness exercise focusing on breath and positive self-talk. Play calming music to set tone.
• Teach simple positive affirmations relevant to mental wellbeing and employability (e.g. “I am capable”, “I can learn from mistakes”).
• Activity: Students create their own affirmations and share them aloud or write in journals.

Differentiation:

• Give example affirmations for those who struggle to formulate their own.
• Allow drawing or symbol creation instead of writing for students with fine motor difficulties.

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5. Practical Application and Role Play (20 mins)

• Students roleplay common scenarios (e.g. preparing for a job interview, coping with stressful situations) where they identify a negative thought and practise cognitive restructuring and positive affirmations.
• Peers give feedback using simple positive language prompts.

Differentiation:

• Allow use of cue cards with key phrases if needed.
• Encourage more confident learners to take lead in roleplay.

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6. Plenary and Reflection (10 mins)

• Circle discussion: What was easy or hard about changing our thinking?
• Students complete a simple “One Thing I Learned” sentence.
• Set a personal target: Try one positive thinking strategy over the coming week and note the difference.
• Collect thought record worksheets to assess understanding.

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Assessment

Formative assessment through observation during activities, roleplays, and group discussions.
Evaluate completed thought records for ability to identify and change one negative thought.
Use pupil reflections to gauge understanding and emotional engagement.

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Extension Activities

• For advanced learners: keep a daily thought diary for a week, identifying at least three negative thoughts and rewriting them using cognitive restructuring.
• Encourage sharing reflections in the next lesson to build confidence and peer learning.
• Create a simple mental wellbeing action plan incorporating positive thinking techniques.

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Additional Differentiation Strategies

• Incorporate assistive technology where helpful (voice-to-text apps for journaling).
• Use visuals and clear, concise language throughout to support comprehension.
• Provide frequent breaks and movement activities during the lesson for students with attention or sensory needs.
• Allow students to opt for non-verbal participation modes where preferred (drawing, symbols).

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This lesson supports SEND learners’ development of self-regulation and resilience through practical, scaffolded activities that link directly to real-life employability and life skills contexts, fulfilling key aims of the National Curriculum and post-16 PSHE frameworks.