Question 1

How does the sequential structure of the lesson plan support Year 1 pupils in connecting physical bodily sensations to specific named emotions?

Accepted Answer

The Emotion Mirror activity serves as a vital diagnostic hook by externalising internal states through facial mimicry, which is essential for pupils who are still developing the linguistic labels for complex feelings. By utilising the framework, educators can systematically transition from visual recognition to the more challenging task of identifying internal physical responses like wobbly tummies or clenched fists. The lesson plan facilitates this progression through a high-oracy carpet session, ensuring that the cognitive weight of the topic does not overwhelm the limited working memory of Year 1 learners. Integrating a lesson template that prioritises 'I do, We do, You do' modelling ensures that self-regulation strategies, such as the Five Finger Breath, are securely embedded through guided practice. This structured approach directly addresses the interpretive nature of PSHE by building a robust schema for emotional literacy before pupils are asked to apply these concepts independently.

Question 2

Does the lesson plan fulfil the National Curriculum for England statutory programmes of study regarding emotional health and self-regulation for Key Stage 1?

Accepted Answer

Feelings Statues provides a robust check for understanding that directly aligns with the National Curriculum for England statutory programmes of study requirement for pupils to recognise and name their emotions. By embedding substantive knowledge of basic feelings alongside the disciplinary knowledge of physical self-regulation, the teaching plan ensures that Year 1 learners meet the foundational attainment targets for Health and Wellbeing. The inclusion of a clear delivery schedule allows for the necessary repetition of the Five Finger Breath, which is critical for developing procedural fluency in calming techniques at this developmental stage. The lesson plan effectively bridges the gap between abstract emotional concepts and concrete bodily responses, ensuring that statutory requirements for identifying simple positive strategies are met with disciplinary rigour. Such formative utility is essential for establishing the early metacognitive foundations required for future PSHE success while maintaining a low-stakes diagnostic environment for all participants.

Question 3

How is the lesson plan engineered to help Year 1 pupils recognise physical bodily responses and apply simple positive self-regulation strategies effectively?

Accepted Answer

Five Finger Breath serves as the central pedagogical anchor for teaching self-regulation by providing a tactile, rhythmic method that reduces the intrinsic load of managing strong emotions. Because Year 1 pupils often struggle with the abstract nature of feelings, the lesson structure purposefully moves from external facial cues to internal physical sensations, thereby facilitating the construction of a comprehensive emotional schema. The lesson plan ensures that naming basic emotions is not merely a vocabulary exercise but a lived experience through the Emotion Mirror and statue games, which in turn ensures high engagement for this age group. By including a clear resources checklist, the platform supports adaptive teaching, allowing practitioners to focus on the nuance of oracy and safeguarding during the carpet session. This scaffolded exposure to emotional literacy directly contributes to the development of metacognitive regulation, ensuring that learners can identify bodily responses before feelings become overwhelming.

Year 1 PSHE Lesson plan: Understanding Feelings

About this Resource Type

Lesson: Understanding Feelings

1. Starter (15%)

2. Main Activity (70%)

3. Plenary (15%)

4. Resources

⚠ TEACHER’S GUIDANCE

💡 Pedagogical Landing

🔑 Answer Key & Solutions

✋ Pedagogical Pulse

Pedagogical Rationale for Understanding Feelings - Lesson Plan

Frequently Asked Questions

Liked this resource? Create a personalised one in seconds.