1. I know when someone is being unkind, including myself
Year 1 – Strong emotions
I know when someone is being unkind, including myself
This lesson fits into the Strong Emotions strand. It focuses on recognising what might be fair/unfair; kind/unkind and right/wrong. Children explore how they might respond if they find themselves in a situation which is unfair or wrong or when someone is being unkind to them. Children will also be given opportunities to think about who they might tell and what to say if they find themselves in that situation. Children will also be able to recognise a small range of emotions.
© Leeds South and East CCG

2. Learning outcomes Knowledge Skills
I can recognise what is fair and unfair, kind and unkind, what is right and wrong
I will learn what to do when someone is unfair or unkind
I can recognise a small range of strong emotions and say that person looks… 2

3. How we will work together
Can you remember the ground rules we have already talked about, let’s take a minute to think about them
Teacher notes
Read these through with the children. Hopefully the ground rules will be displayed in the classroom already. 3

4. What do we already know? Group discussion
What feelings/ emotions can you name?
Group discussion
Think about the children and the situation we have just heard about
How might they be feeling?
Post labels up in different areas of the room - kind/unkind; fair/unfair; right/wrong. Read out the scenarios on the baseline activity resource; children to move to the heading they think represents what they have heard in each scenario. Can they explain why they have made the choice they have? What is a feeling/emotion? What emotions can you name? (link to how the children in the scenarios they have just looked at might have been feeling). Record emotions on thought bubbles and display for use later in the lesson. 4

5. Mindfulness Exercise 1: Mindful Hearing Listen to the audio clip 5
Right click on ‘Mindful Hearing clip’ hyperlink and click ‘open hyperlink’ to access video. Play audio clip for the relaxation Mindfulness exercise – Exercise 1; ‘Mindful Hearing’.
Listen to the audio clip 5

6. Feeling unhappy Talk partners Watch the video clip What’s going well?
What might happen next? What sometimes happens during a game? Why?
What’s happened? Who do you think might have arrived?
How is Tim Feeling? Why? What would have been the right thing for Tony to do?
What could Tim say? Who could he tell?
Watch the video clip
Right click on Video clip and click ‘open hyperlink’ to access video. Watch video clip (stop at 2.42). What’s going well? (they’ve both agreed to play the game, they are taking turns, etc.). What might happen next? What sometimes happens during a game? Why? See if the children bring up disagreeing, falling out, etc.. Also celebrate any positive suggestions about what might happen next.
Continue watching video clip (stop at 3.00). What’s happened? Who do you think might have arrived?
Continue watching video clip (stop at 3.39). How is Tim feeling? Why? What would have been the right thing for Tony to do? (introduce Tim and Sam properly). What could Tim say? Who could he tell?
Talk partners 6

7. Feeling unhappy Talk partners Tim looks … Sam looks … Tony looks …
Continue watching the video clip
Tim looks …
Sam looks …
Tony looks …
What might happen next?
Solutions
Talk partners
Continue watching video clip (stop at 5.16). How is Tim feeling now? Turn to your partner and say ‘Tim looks…’ and explain why you think this. Practise the same for ‘Tony looks…’ and ‘Sam looks…’. Can you list all the reasons he might be feeling this way? Link to vocabulary from the first part of the lesson; kind, unkind, fair, unfair, right, wrong. In mixed ability groups/ while class as appropriate, children to list ideas about Tim’s situation under each heading – unkind, unfair, wrong. Can they also suggest solutions which Tim/Tony/Sam might choose which would show choices and behaviour which is kind, fair and right? Prediction in groups; what might happen next? 7

8. Have you filled a bucket today?
Explain that we are going to try and think of some solutions for Tim to make him feel better. Show children an empty bucket (as appropriate. There is an image of one in the resources if a real bucket isn’t possible). Explain that we are going to listen to a story all about buckets! While they are listening to the story, encourage the children to think about Tim and his situation or a time when they or their friend may have felt a similar way to Tim.
Right click on Video clip and click ‘open hyperlink’ to access video. Watch video clip. Introduce the activity – each child has a bucket out line. They put their name on it and then pass their bucket onto the net person on their table. That person draws and/or writes something in that person’s bucket that they think will make them happy/ is a compliment about them. The buckets are passed around until each person on the table has filled everyone else’s bucket with something. Return the bucket to its owner and let them read/ look at the contents. Share as a class if appropriate and if children are comfortable to do so.
Watch the video clip 8

9. How has our learning progressed?
Who could you tell if you were feeling unhappy about something?
What might you say?
Exercise 2: Mindful Breathing
Re-cap LOs and discuss. Link back to discussions in the lesson about who Tim could tell if he was unhappy about something. Link also to who the children could tell in terms of your own setting. Also refer back to the list of feelings/ emotions you made as a class at the beginning of the lesson. Could they add anything to this list?
Mindfulness exercise
Right click on ‘Mindful Breathing clip’ hyperlink and click ‘open hyperlink’ to access video. Mindfulness exercise – Exercise 2; ‘Mindful Breathing’.
Listen to the audio clip 9

10. Taking the learning away
Think about how you can fill someone’s bucket
Could you tell someone else about filling a bucket and help them to do this?
Next time you see someone who is feeling unhappy, think about how you might be able to help them
Could you use any of the ideas we discussed in this lesson?
What tips will you give them so that the group works well together? 10

11. Additional resources and help
Talk to your teacher or an adult in school
Talk to your Mum, Dad or someone you trust at home about how you are feeling
If you have them: – Write your worry down and post it in the class worry box – Talk to a peer mediator in your school – Write your worry down on the worry wall on the school’s website
Contact:
im-a-young-person
Where can I go for help? 12