My Feelings PSHE lesson plan
A primary PSHE lesson for Year 1 that helps UK teachers introduce feelings, emotional language and simple self-regulation through a structured, ready-to-teach lesson. Pupils learn to identify and name different feelings, and begin to build shared language for talking about emotions. The lesson gives teachers a calm, practical way to introduce emotional literacy early, without needing extra preparation or specialist resources.
Emotional Regulation & Mental Health
Snapshot
My Feelings
The lesson gives teachers a structured way to introduce feelings and emotional language to young pupils.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Identifying and naming different feelings
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, angry and worried
Recognise that feelings can change during the day
Recognise simple signs of how a feeling might show up, such as a facial expression
Understand
Understand that everyone experiences a range of feelings
Understand that all feelings are okay to have, even if some feel more comfortable than others
Practise
Practise naming a feeling using simple words
Practise describing how a feeling might feel in the body
Practise using a simple strategy to help manage a big feeling
Who this lesson is for?
This lesson is designed for Year 1 pupils who are beginning to build early emotional language and self-awareness. It does not assume prior knowledge of emotional vocabulary and works well as an introduction to talking about feelings in the classroom.
It is suitable for:
primary PSHE lessons
relationships education
pastoral care, circle time or form time
early emotional literacy and wellbeing work
whole-class introductions to talking about feelings
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 building early vocabulary for identifying and naming feelings.
Building classroom culture Use when establishing a classroom where talking about feelings feels normal and expected.
Starting a PSHE topic Use as an introductory lesson before exploring emotions or wellbeing in more depth.
Reinforcing self-regulation Use when pupils need practice naming feelings before learning coping strategies.
Supporting help-seeking Use when pupils need language to explain how they feel to a trusted adult.
Revisiting emotional language Use periodically to keep feelings vocabulary fresh and part of everyday classroom talk.
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 vocabulary they need to describe how they feel. Without simple language for emotions, it can be harder for pupils to explain what is happening for them or ask for support when they need it. Teaching feelings early helps normalise talking about emotions as part of everyday classroom life, rather than something only discussed when a difficulty arises. It gives pupils practical language they can use straight away, in the classroom, at home or with friends. This lesson supports a classroom culture where pupils feel comfortable naming how they feel, which can help teachers notice and respond to pupils' needs more easily over time.
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 awareness Pupils learn to notice and identify how they are feeling.
Vocabulary for feelings Pupils practise naming emotions using simple, shared words.
Self-expression Pupils build confidence describing how a feeling feels to them.
Self-regulation Pupils are introduced to a simple strategy for managing big feelings.
Empathy Pupils consider how others might be feeling in different situations.
Help-seeking Pupils build language they can use to explain feelings to a trusted adult.
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 to use general examples rather than sharing personal stories
Frame discussion around feelings vocabulary rather than specific personal situations
Identify 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, angry and worried
Give pupils time to practise naming feelings aloud
Allow pupils to respond through talk, drawing or gesture depending on confidence
Keep pace slow to support younger pupils processing new vocabulary
Supporting safe discussion
Encourage pupils to speak about how they feel rather than naming classmates
Reinforce that all feelings are okay to have
Remind pupils they can speak to a trusted adult if a feeling feels too big to manage alone
Adaptation options
Use drawing or picture prompts for pupils who find spoken language harder
Pair pupils for talk partners if independent discussion feels difficult
Spend more time on one feeling at a time if the group needs a slower pace
