Year 1 Bulletin
Week 5 - Wellbeing
Learning Intention: To identify feelings and emotions and how they impact our actions.
Learning Experience Overview:
Throughout the last few weeks, we have been explicitly discussing different feelings and emotions. We have explored what they might look like (facial expressions/body language), feel like and sound like.
We have shared some real-life scenarios, to identify the different feelings and emotions experienced. We identified how our emotions can affect the way we interact with each other, including our friends, classmates, teachers and families.
The lessons emphasise the importance of emotional awareness and equip students with the tools to recognise and manage their emotions in challenging situations. By the end, students gain a deeper understanding of how emotions can influence their actions and develop strategies to respond thoughtfully in various circumstances.
Whole:
In this lesson, the children were shown some photo images of faces with different emotional expressions. They worked together to guess and label the emotions the people may have been experiencing using facial cues to determine the emotion.
The children were challenged to give lots of words to describe each one. For example, happy, joyful, cheerful, delighted, glad…
We then shared and listened to some real-life stories, relevant to the year one child, and connected emotion to each scenario. Through these scenarios, we discussed the importance of noticing how we and others feel and asking them about how they feel, which can develop key foundations for positive friendships.
Prompts:
- Students were shown images and guessed the emotions.
- What are some of the emotions we have discussed?
- What is a friendship fire?
- How would someone feel if you called them a name in front of other people?
- How would someone feel if you told them no one liked them?
- How would someone feel if you weren’t at the place you said you be on time?
- Bill was trying to show his friends a new skateboard trick he’s been working on, but fell down hard. He’s not hurt, but how do you think he’s feeling?
- Andre just lost the race at this year’s swim carnival, even though he won last year. How do you think he is feeling?
- How would someone feel if you watched their favourite movie with them?
- How would someone feel if you told them they did a good job on something they’d worked very hard on?
Small: The students were asked to match emotions with different everyday examples to demonstrate their understanding of how we might feel during certain experiences. This can be seen in the work examples below.
Whole:
Share and Reflect: We played musical ‘emotions’ statues where the children were asked to show various emotions. i.e surprised, angry, and excited. This allowed students to demonstrate their understanding of various emotions and what they think they look like.
How you might like to continue learning at home:
- Encourage students to talk about their feelings
- Provide lots of opportunities for social interactions (Playdates, Parties, Sports etc.)
- Encourage students to look out for signs of emotions from family members and also encourage them to ask if they are okay.
- Involve students in household chores to build a sense of responsibility.
- Continue creating safe and happy places for the students.
- Assist students in building a word bank of emotions by talking about other words that mean the same (sad: upset, blue, down; happy: good, cheerful, jolly )
Rosanna, Stef and Jarryd
Year 1 Team
stephanie.lampard@education.vic.gov.au
rosanna.caruso@education.vic.gov.au
jarryd.lamb@education.vic.gov.au