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Rhys Stephenson performs this touching Super Mood Movers song about different feelings.

After viewing, singing and dancing along, your class could try some of these activities to further explore their learning:

Activities

• Naming feelings: Ask children to work in pairs to name all the feelings they can. Prompt children with: 'How would you feel if you were on your way to an adventure park? Or waiting in a long supermarket queue?' Tell the class: 'We're emotional creatures and that's OK. That's human. That's how we all are.'
• How do we show our feelings?: List all the pupils' suggestions for different feelings, such as: 'happy, sad, bored, excited, confident, safe, scared, thrilled'. Ask: 'How do people show their feelings?' Pupils could mime a simple action in response, for example eating an apple hurriedly, happily, dreamily, lazily, confidently, hungrily, thoughtfully.
• Are some feelings 'bad' feelings?: Ask pupils to identify feelings that are sometimes called 'bad' feelings. Ask: 'Why might somebody feel like this?' Encourage children to identify story characters who feel sad, lonely, angry or jealous. What made them feel that way? Guide the children's replies with: 'Are there times when it's OK to feel angry, or sad?' Gather the children's responses and make it clear that sometimes it's OK to have these feelings: no-one is happy all the time. Remind children bad times come and go and if they feel down, sad or angry, these feelings can pass in time.
• Ways to cope: Ask - 'Are there ways we can cope with feeling angry or unhappy? If I feel angry for instance, what could I do to feel better?' Prompt children to suggest things you could do to help you deal with negative feelings, such as: 'take time out if you're angry'; 'take some deep breaths'; 'walk away from an argument if you can' or 'tell someone you trust if you're feeling sad or anxious.' You could end this discussion with, 'Exercise is good if you are feeling frustrated. Sports, games and playing can really raise your mood.' The class could try singing and dancing along to a Super Movers track of their choice, to see if it raises their mood.
• Someone who cares: Ask pupils to draw a picture of 'someone who cares'. It could be a friend, a mum or dad, a granny, brother or a sister, or a grown-up you trust, who can help if you feel sad or worried. Remind the class: 'Don't keep those feelings bottled up inside. Tell someone you trust about your feelings. Sharing your feelings may not solve all your problems, but it can help.'
• Class poem: Work together on a class poem about how we deal with our feelings. You could act as scribe and start the children off with the lines: 'Dealing with your feelings can make you feel OK. / So share them, air them. Do it today.'

Learning aims or objectives

The Super Mood Movers song Coping With Feelings and these activity notes address the following learning objectives from the curriculum guidance of the four UK nations.

England, PHSE and RSE

From the PSHE Association programme of study:

• Health and wellbeing:
  • H11. about different feelings that humans can experience.
  • H12. how to recognise and name different feelings.
  • H13. how feelings can affect people’s bodies and how they behave.
  • H14. how to recognise what others might be feeling.
  • H15. to recognise that not everyone feels the same at the same time, or feels the same about the same things.
  • H16. about ways of sharing feelings; a range of words to describe feelings.
  • H17. about things that help people feel good (e.g. playing outside, doing things they enjoy, spending time with family, getting enough sleep).
  • H18. different things they can do to manage big feelings, to help calm themselves down and/or change their mood when they don’t feel good.
  • H19. to recognise when they need help with feelings; that it is important to ask for help with feelings; and how to ask for it.
  • H24. how to manage when finding things difficult

From the RSE guidance:

• Physical health and mental wellbeing:
  • That mental wellbeing is a normal part of daily life, in the same way as physical health.
  • That there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations.
  • How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.
  • How to judge whether what they are feeling and how they are behaving is appropriate and proportionate.
  • The benefits of physical exercise, time outdoors … on mental wellbeing and happiness; simple self-care techniques.
  • Where and how to seek support.
• Physical health and fitness:
  • The characteristics and mental and physical benefits of an active lifestyle.

Northern Ireland, PD&MU

From the Northern Ireland curriculum for Personal Development and Mutual Understanding:

• Feelings and emotions: Foundation stage (Strand 1) - Their own and others’ feelings and emotions:
  • Begin to recognise how they feel.
  • Develop ways of expressing how they feel.
  • Know what to do if they feel sad, lonely, afraid or angry and when it is important to tell others about their feelings.
  • Realise what makes their friends feel happy or sad.
  • Recognise how other people feel when they are happy, sad, angry or lonely.
• Key Stage 1 (Strand 1): Their own and other’s feelings and emotions and how their actions affect others:
  • Begin to recognise, name and manage their feelings and emotions and realise that they are a natural, important and healthy part of being human.
  • Begin to recognise and manage the effects of strong feelings such as anger, sadness or loss.

Scotland, PSE

From the Curriculum for Excellence Health and Wellbeing Experiences and Outcomes:

• Mental and emotional wellbeing (Early Level / First Level):
  • I am aware of and able to express my feelings and am developing the ability to talk about them (HWB 0-01a / HWB 1-01a).
  • I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing them (HWB 0-02a / HWB 1-02a).
  • I understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances; I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave; I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others (HWB 0-05a / HWB 1-05a).
  • I understand the importance of mental wellbeing and that this can be fostered and strengthened through personal coping skills and positive relationships. I know that it is not always possible to enjoy good mental health and that if this happens there is support available (HWB 0-06a / HWB 1-06a).
  • I am learning skills and strategies which will support me in challenging times (HWB 0-07a / HWB 1-07a).

Wales, PSE

From the Personal and Social Education Framework for 7 to 19-year-olds in Wales:

• Health and emotional well-being:
  • Take increasing responsibility for keeping the mind and body safe and healthy.
  • Feel positive about themselves and be sensitive towards the feelings of others.
  • The features and physical and emotional benefits of a healthy lifestyle.
  • The range of their own and others’ feelings and emotions.
  • What to do or to whom to go when feeling unsafe.
• Working with others:
  • Empathise with others’ experiences and feelings.
  • Manage different emotions and develop strategies to resolve conflict.
  • Ask for personal support and advice.

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