Feeling Faces PSHE lesson plan
Feeling Faces is a ready-to-teach PSHE lesson for Early Years (Reception) pupils that helps UK teachers introduce emotional literacy through simple, structured discussion. Teachers introduce the idea that feelings can be noticed and named, giving pupils an early shared language for talking about how they feel. Pupils learn to recognise common feelings, understand that everyone experiences a range of emotions, and practise simple, age appropriate ways to respond when they notice a feeling in themselves or someone else.
Emotional Regulation & Mental Health
Snapshot
Feeling Faces
The lesson gives teachers a structured way to introduce emotional literacy using simple, everyday language.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising feelings and practising simple responses
Lesson Format
Teacher-led discussion and structured activities
What pupils will learn
By the end of the lesson, students will be supported to:
Recognise
recognise common feelings such as happy, sad, worried and cross
recognise that feelings can show on a face and feel different in the body
recognise that everyone experiences a range of feelings
Understand
understand that feelings are a normal part of everyday life
understand that there are safe, simple ways to respond to a feeling
Practise
practise naming a feeling using simple words
practise a simple calming strategy
practise asking a trusted adult for help when a feeling feels too big to manage alone
Who this lesson is for?
This lesson is designed for Early Years (Reception) pupils who are beginning to build a shared language for talking about feelings.
It is suitable for:
early years PSHE and wellbeing sessions
relationships education
pastoral care and form time activities
circle time and group discussion routines
introducing emotional literacy as part of a wider wellbeing programme
Suitability should be based on more than age alone. Teachers should consider the lesson focus, pupil maturity, cohort needs, classroom culture, existing discussion norms and available support pathways.
Best used when
Use this lesson when students need clear, practical language for recognising unkind behaviour and knowing what to do next.
Introducing emotional literacy Use when pupils are beginning to learn words for feelings and need a structured starting point.
Building classroom culture Use when establishing routines for talking about feelings calmly and respectfully.
Reinforcing previous learning Use when pupils already know some feeling words and need practice using them confidently.
Supporting self regulation routines Use when introducing simple calming strategies pupils can use across the school day.
Preparing for transition Use when pupils are settling into new routines or a new class and may need extra support naming feelings.
Creating a structured wellbeing discussion Use when you want a calm, teacher led discussion about feelings and help seeking.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Young pupils are still building the words they need to talk about how they feel. Giving them a simple, shared vocabulary early helps them notice feelings in themselves and others before those feelings become harder to manage. Feeling Faces supports this by giving pupils practical language for everyday emotions and simple, safe ways to respond. This can help pupils feel more confident talking about feelings rather than acting them out or keeping them to themselves. For teachers, the lesson offers a calm, structured way to introduce emotional literacy without needing specialist training or additional preparation.
How this lesson supports wellbeing
This lesson supports student wellbeing by building practical social and emotional skills students can use in everyday school life. It helps students develop:
Capability How the lesson supports it
Emotional vocabulary Pupils learn simple words to describe common feelings.
Self awareness Pupils notice how a feeling might show on their face or in their body.
Self regulation Pupils practise a simple calming strategy they can use when a feeling feels big.
Empathy Pupils consider how a friend might be feeling in a given situation.
Help seeking Pupils learn that asking a trusted adult for help is a safe, sensible response.
Communication Pupils practise naming a feeling aloud in a supportive group setting.
For teachers and school leaders, the lesson contributes to broader wellbeing, respectful relationships, child safety and pastoral care goals in Australian primary schools.
Teaching notes & Delivery Considerations
This lesson includes content about unkind behaviour, exclusion and asking adults for help. It should be taught with calm, clear discussion norms.
Before teaching
Remind pupils not to share other people's stories or name classmates
Frame discussion around general feelings and situations rather than personal disclosures
Identify the trusted adults pupils can speak to at school
Be prepared to follow your school's safeguarding procedures and speak with the designated safeguarding lead if a pupil discloses harm or says they feel unsafe.
During delivery
Use simple, familiar feeling words such as happy, sad, worried and cross
Give pupils time to practise saying a feeling word aloud
Model a simple calming strategy before asking pupils to try it
Allow pupils to respond through talk, drawing or simple actions depending on confidence
Supporting safe discussion
Keep examples general rather than based on a specific pupil's experience
Reinforce that all feelings are normal and safe to talk about
Remind pupils that a trusted adult can help if a feeling feels too big
Adaptation options
Use picture cards or simple visuals for pupils with limited verbal language
Pair pupils for partner talk if large group discussion feels too exposing
Spend extra time on the calming strategy for pupils who need more practice
