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Learning objective
- To recognise how others might be feeling using clues.
Success criteria
- I can use precise vocabulary to describe
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Statutory guidance
RSE and Health
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Cross-curricular links
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Before the lesson
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Lesson plan
Recap and recall
Optional: remind the children of the PSHE agreement created in the Introductory lesson: Setting rules for RSE & PSHE lessons and recap the agreed rules. If needed, upload an image of the agreement to the Presentation: PSHE agreement.
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Adaptive teaching
Pupils needing support
- Could use the Resource: Emotions and feelings poster: LKS2 to remind them of the vocabulary from the lesson.
- Could be assigned the emotion ‘anger’ from the Activity: Emotion explorer, as this emotion will already have been explored in the Attention grabber.
Pupils working at greater depth
- Should consider why people may experience the same emotion in different ways, for example, feeling frustrated, annoyed or jealous when angry.
- Could explain why it is important to notice someone’s body language, as well as what they say and do, when trying to understand how they might be feeling. For example, someone might say they are fine, but their folded arms and quiet voice could show that they are actually upset or worried.
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Assessing progress and understanding
Pupils with secure understanding can:
- Name a range of
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Vocabulary definitions
-
body clues (Y1/2)
How our bodies show our emotions and feelings.
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body language
Clues from faces and bodies that show feelings.
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In this unit
Assessment – RSE & PSHE Y3: How can I take care of my mind and body?
Y3: Introductory lesson: Setting rules for RSE & PSHE lessons
Lesson 1: How do emotions affect my body?
Lesson 2: How can I tell how someone else might be feeling?
Lesson 3: How are my mind and body connected?
Lesson 4: How does sleep help my mind and body?
Lesson 5: What can I do when I experience strong emotions?
Lesson 6: When should I ask an adult for emotional support?
Maintained by: Kapow Primary team
Last update: 21st May, 2026
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