Feeling Faces wellbeing lesson plan
A primary wellbeing lesson for Foundation students that helps Australian teachers introduce emotional literacy through a structured, ready-to-teach lesson. Students learn to notice and name different feelings, and practise simple ways to respond when emotions feel big or hard to manage. The lesson keeps the focus on everyday feelings students experience at school, giving teachers a calm, structured way to build shared language for emotions and coping.
Emotional Regulation & Mental Health
Snapshot
Feeling Faces
The lesson gives teachers a structured way to introduce feelings vocabulary and simple calming strategies for the youngest learners.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Noticing feelings and practising simple coping responses
Lesson Format
Teacher-led discussion and structured activities
What students will learn
By the end of the lesson, students will be supported to:
Recognise
recognise common feelings such as happy, sad, worried, angry or excited
recognise facial expressions and body signals linked to different feelings
recognise that all feelings are okay to have
Understand
understand that feelings can change throughout the day
understand that people can feel differently about the same situation
Practise
practise naming how they feel using simple feelings words
practise simple calming strategies when a feeling feels big
practise asking a trusted adult for support when needed
Who this lesson is for?
This lesson is designed for Foundation students who are beginning to build language for emotions and early self regulation skills.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
early social and emotional learning routines
classroom settling in or transition activities
Suitability should be based on more than age alone. Teachers should consider the lesson focus, student 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 feelings vocabulary Use when students are building early language for naming and talking about emotions.
Starting the school year Use when establishing classroom routines for noticing and sharing feelings.
Reinforcing calming strategies Use when students need a simple, shared way to talk about managing big feelings.
Supporting transition times Use when students are adjusting to new routines, settings or classroom changes.
Running wellbeing or circle time sessions Use when you want a structured, calm discussion about feelings and self regulation.
Revisiting classroom expectations around feelings Use when students need a refresher on noticing feelings and responding calmly.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Young students are still learning the words to describe how they feel, and without that language, big emotions can be confusing or hard to manage. Building a shared vocabulary for feelings early helps students notice their emotions and respond in calm, consistent ways. Feeling Faces supports early emotional literacy by giving students practical language and simple strategies they can use across the school day, not just during the lesson itself. This groundwork can support a calmer classroom culture and help students feel more confident talking about how they feel.
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 Students build language to notice and name how they feel.
Self regulation Students practise simple strategies for managing big feelings.
Communication Students learn to describe feelings using simple, shared words.
Empathy Students consider that others may feel differently about the same situation.
Help seeking Students learn when and how to ask a trusted adult for support.
Classroom belonging Students reinforce that all feelings are normal and welcome in the classroom.
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 students that all feelings are okay to have, and that the discussion is about feelings in general, not personal disclosures
Identify a few simple, calming strategies the class can practise together
Identify trusted adults students can speak to at school
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe.
During delivery
Use simple feelings words and familiar examples such as happy, sad, worried or frustrated
Give students time to practise naming feelings aloud or through drawing
Reinforce that big feelings are normal and manageable with simple strategies
Allow students to respond through discussion, drawing or partner talk depending on confidence
Supporting safe discussion
Keep examples general rather than asking students to share personal stories
Remind students not to name classmates when discussing feelings or situations
Encourage students to speak to a trusted adult if a feeling feels too big to manage alone
Adaptation options
Use drawing or feelings cards for students who are not yet confident with verbal responses
Pair discussion with movement breaks if students need support settling
Spend more time identifying trusted adults if students need extra support with help seeking
