Working Out Our Feelings PSHE lesson plan
A primary PSHE lesson for Years 3 and 4 that helps UK teachers introduce how emotions can change across different situations through a structured, ready-to-teach lesson. Pupils learn to recognise shifts in their feelings, build a shared vocabulary for emotions and practise simple strategies for managing how they feel. The lesson gives teachers a calm, practical way to open conversations about emotional literacy and self regulation without needing extra preparation.
Emotional Regulation & Mental Health
Snapshot
Working Out Our Feelings
This lesson gives teachers a structured way to introduce how feelings shift from one situation to another and build a shared classroom vocabulary for talking about emotions. Feedback: 4.4/5 average rating from 13 teacher and pupil responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Recognising how emotions change across different situations and practising simple coping strategies
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 that emotions can change depending on the situation they are in
recognise physical or behavioural signs that a feeling is shifting
recognise that it is normal to experience several different emotions in one day
Understand
understand that different situations can bring up different feelings for different people
understand why noticing changes in feelings can help them respond calmly
Practise
practise naming a range of emotions using shared classroom language
practise simple strategies for managing feelings when they change
practise asking for support when feelings become difficult to manage
Who this lesson is for?
This lesson is designed for pupils in Years 3 and 4 who are building their vocabulary for emotions and beginning to notice how feelings shift across the school day. It works well for classes that are ready for structured discussion about feelings in everyday situations, rather than personal disclosures.
It is suitable for:
primary PSHE lessons
relationships education
pastoral care, circle time or form time
wellbeing focused classroom sessions
whole class emotional literacy teaching
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 naming and describing their feelings.
Starting a wellbeing focus Use when opening a broader programme of work on emotional awareness or self regulation.
Reinforcing classroom routines Use when revisiting calming strategies or check-in routines already used in class.
Supporting pupils through changeable moods Use when pupils are experiencing a range of feelings across the school day and need shared language to describe them.
Preparing for a busy or unfamiliar event Use before assemblies, performances or new activities where pupils may notice stronger or mixed feelings.
Creating a structured PSHE discussion Use when you want a calm, teacher-led conversation about how feelings change and how to manage them.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils often experience a wide range of emotions across a single school day, and these feelings can shift quickly depending on what is happening around them. Building early language for noticing these changes helps pupils respond calmly rather than feeling confused or overwhelmed by what they are feeling. Emotional literacy is not only useful during difficult moments. Teaching pupils to notice and name their feelings in everyday situations helps them build habits of self awareness that support learning, friendships and classroom behaviour. This lesson supports a calmer classroom culture by helping pupils understand that feelings can change, that this is normal, and that there are simple strategies and trusted adults available when support is needed.
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 notice how their feelings can change depending on the situation.
Self regulation Pupils practise simple strategies for managing feelings as they shift.
Vocabulary for feelings Pupils build shared language for naming a wider range of emotions.
Empathy Pupils consider that others may feel differently in the same situation.
Help seeking Pupils learn when and how to ask a trusted adult for support with difficult feelings.
Resilience Pupils recognise that changing emotions are a normal part of everyday life.
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 name classmates or share other people's stories
Frame discussion around general situations and shared examples, not personal disclosures
Identify a trusted adult pupils can speak to if they want to talk about a feeling further
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 everyday examples such as feeling excited, nervous or frustrated in different school situations
Give pupils time to practise naming feelings aloud or in writing
Reinforce that having several different feelings in one day is normal
Allow pupils to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Use general examples and scenarios rather than personal disclosures
Avoid asking pupils to share their own difficult experiences in front of the class
Remind pupils they can speak to a trusted adult privately if they want more support
Adaptation options
Use partner talk or small groups for pupils who are less confident speaking in front of the class
Use drawing or written reflection as an alternative to verbal discussion
Spend more time on coping strategies if pupils need further support managing strong feelings
