Understanding Emotions & Communication

Overview

This 50-minute lesson, the second in the six-lesson unit Building Connections Together, is designed for a small group of Year 7 students (aged 11–12). The lesson centres on recognising and expressing emotions, enhancing both verbal and non-verbal communication skills through interactive, role-play activities. It aligns closely with the aims and content of the Relationships Education section of the National Curriculum for England and supports personal and social development.

---

National Curriculum Links

• PSHE Education (Personal, Social, Health and Economic Education):

  • Relationships Education – focusing on recognising emotions, expressing feelings appropriately, and respecting others’ feelings (DfE statutory guidance).
  • Health and Wellbeing – developing skills to communicate effectively and empathetically.

• Key Stage 3 Programme of Study, PSHE Education:

  • Core Theme: Health and Wellbeing – managing feelings and emotions.
  • Core Theme: Relationships – identifying individual identities, boundaries, and respectful communication.

---

Learning Objectives

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

1. Identify a range of common emotions in themselves and others.
2. Demonstrate appropriate ways to express their own feelings verbally and non-verbally.
3. Interpret non-verbal cues (facial expressions, tone, body language) in communication.
4. Practise effective communication through role-play scenarios that model real-life interpersonal situations.

---

Resources Needed

• Emotion flashcards (showing faces and emotion words)
• Role-play scenario cards (4 distinct situations)
• Mirror or reflective surface (one per pair)
• Whiteboard and markers
• Paper and pens for note-taking and self-reflection
• Timer or stopwatch

---

Lesson Structure

1. Introduction & Emotional Check-in (10 minutes)

• Activity: Emotion Warm-up
  • Greet the students and ask them to each name an emotion they felt today and why (encourage honesty and simple explanations).
  • Show a set of emotion flashcards briefly, asking students to shout out the emotion, then discuss: How do you think someone might look or behave when they feel this?
• Purpose: Settles students in, primes them to think about emotions, connects to personal experience.

---

2. Explicit Teaching: Verbal & Non-Verbal Communication (10 minutes)

• Using the whiteboard, briefly outline:
  • What verbal communication is (words, tone, volume).
  • What non-verbal communication is (facial expressions, posture, gestures).
• Discuss real-life examples where feelings are expressed non-verbally (e.g., crossing arms for discomfort).
• Demonstration: Teacher models expressing an emotion first verbally, then non-verbally, inviting students to guess.

---

3. Role-Playing Activity (20 minutes)

• Divide the class into pairs (2 pairs total; rotate after 10 minutes so every student participates in two different scenarios).
• Task: Each pair will receive a scenario card involving an emotional interaction (e.g., apologising after a misunderstanding, comforting a friend who is upset, expressing excitement about success, or addressing a concern respectfully).
• Students role-play the scenario twice:
  1. First focusing on verbal communication only.
  2. Then including non-verbal communication (tone, gestures, facial expressions).
• Encourage: Students to think about how the other person might feel and how to respond sensitively.
• After each role play, pairs briefly discuss what went well and what could be improved.

---

4. Reflection and Discussion (8 minutes)

• Whole class regroup.
• Discuss:
  • What did we learn about expressing emotions effectively?
  • How did non-verbal cues change the message or feeling?
  • Why is recognising others’ emotions important when we communicate?
  • How can these skills help us build better friendships and connections?
• Write key points on the whiteboard for visual reinforcement.

---

5. Plenary: Emotion Expression Challenge (2 minutes)

• Quick-fire round: Teacher calls out an emotion and students express it silently using only facial expressions or body language.
• Class guesses the emotion to reinforce emotional literacy in a fun, active way.

---

Differentiation

• For students who find verbal tasks challenging, emphasis can be placed on non-verbal communication.
• Use simplified language and visual aids for students needing extra support.
• Encourage more confident students to take leadership in role-plays.

---

Assessment & Feedback

• Formative Assessment: Teacher observation during role-plays, noting student ability to identify and express emotions.
• Use questioning during discussions to assess understanding.
• Oral feedback after role-plays encourages reflective learning and improvement.

---

Extension Ideas

• Homework: Keep an emotions diary for a day, noting situations and emotional responses, to discuss in the next lesson.
• Create a ‘Feeling Map’ poster collaboratively in the next lesson to visualise different emotions and their expressions.

---

Reflection for the Teacher

• Were all students engaged equally in role-play?
• Did students show developing empathy and emotional recognition?
• Consider timing: were activities balanced and paced well for this group size?

---

This lesson offers a practical, student-centred approach to emotional awareness and communication, cultivating key social skills essential for Year 7 pupils as outlined in the National Curriculum for England. It blends theory with active learning, ensuring a memorable and impactful learning experience for all students.