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Naomi Wilkinson performs this comforting Super Mood Movers song about taking care of our mental wellbeing.

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

Activities

• Share strategies: Ask - 'Who can remember any ways the song suggested we deal with stressful feelings?' Make a list from the pupils' responses. Then ask, 'Does anyone have any more suggestions on ways to tackle sad thoughts or low feelings? What do you do to cheer yourself up?' Gather pupils' suggestions (e.g. listen to music, chat to my grandma, feed my pet rabbit) to add to the class list. It could form a Wellbeing poster for a classroom display.
• Who can I talk to?: Ask pupils to work in pairs to come up with five suggestions of who to talk to if they had to advise someone who was feeling down. Pairs could share their lists with the class.
• 'Take five' mindfulness: Guide a whole-class, five-minute mindfulness session. Ask pupils to sit quietly, perhaps with eyes closed. To listen to the sounds of the world around them. To breathe deeply and focus on counting their breaths. After ten breaths, they should begin the count over again. If they notice their minds wandering, they should be gently prompted to focus on the counting once more.
• My happy place: The song mentions 'going to your happy place' in your head. Pupils could draw or paint their happy place - somewhere they love, or feel safe, or which holds happy memories for them.
• Kindness: The song suggests helping others and being kind can make us feel happier too. Ask, 'Who would you like to send a kind thought to?' Pupils could make 'thank you' cards to surprise someone in their life (maybe a parent, friend, lollipop lady, classroom helper, school secretary, football coach) with an unexpected thank-you.
• Notice nature: Ask pupils to work in pairs to notice some aspect of the natural world that can be viewed from a classroom window or on a short walk with the class outside. Pairs could later share what they noticed with the class. The movement of clouds perhaps, or the patterns made by the sunshine through leaves, raindrops in puddles, birdsong, bug life or squirrels in the trees. Pupils could write poems about what they noticed and how it made them feel.
• Taking part: Remind the children that taking part and joining in are good ways to lift your mood. So is singing. Round off the lesson by singing the Super 'Mood' Movers song again.

Learning aims or objectives

The Super Mood Movers song Wellbeing 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:

• H15 that mental health, just like physical health, is part of daily life; the importance of taking care of mental health.
• H16 strategies and behaviours that support mental health.
• H18 the importance of expressing feelings.
• H19 vocabulary to use.
• H21 wellbeing and how to seek support.
• H22 that anyone can experience mental ill health; that most difficulties can be resolved with help and support; and that it is important to discuss feelings with a trusted adult.
• H24 problem-solving strategies for dealing with emotions, challenges and change.

From the RSE guidance:

• Caring for other family members, the importance of spending time together and sharing each other’s lives.
• How important friendships are in making us feel happy and secure.
• How to seek help or advice from others if needed.
• The importance of self-respect and how this links to their own happiness.

Northern Ireland, PD&MU

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

• Self-awareness - their self- esteem, self-confidence and how they develop as individuals:
  • Explore and examine what influences their views, feelings and behaviour.
• Feelings and emotions - Examine and explore their own and others’ feelings and emotions:
  • Know how to recognise, express and manage feelings in a positive and safe way.
• Health Growth and Change - how to sustain their health, growth and well-being:
  • Understand the benefits of a healthy lifestyle, including physical activity, healthy eating and rest.
  • Recognise what shapes positive mental health.
• Safety:
  • Know where, when and how to seek help.
• Relationships:
  • Recognise the benefits of friends and families.
• Learning to live as members of the community:
  • playing an active and meaningful part in the life of the community and be concerned about the wider environment.

Scotland, PSE

From the Education Scotland Personal and Social Education benchmarks:

• I am experiencing enjoyment and achievement and taking part in energetic physical activities, including sport and opportunities for outdoor learning (HWB 2-25a).
• I can explain why I need to be active on a daily basis to maintain good health and try to achieve a good balance of sleep, rest and physical activity (HWB 2-27a).
• I understand that a wide range of different kinds of friendships and relationships exists (HWB 2-44a).
• I am identifying and practising skills to manage changing relationships and I understand the positive impact this can have on my emotional wellbeing (HWB 2-45a).
• I am developing the skills to keep myself safe and get help if I need it (HWB 2-49a).

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

• Mental and emotional wellbeing:
  • I am aware of and able to express my feelings and am developing the ability to talk about them (HWB 1-01a / HWB 2-01a).
  • 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 1-02a / HWB 2-02a).
  • 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 (HWB 1-03a / HWB 2-03a).
  • 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 (HWB 1-04a / HWB 2-04a).
  • 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 1-05a / HWB 2-05a).
  • 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 1-06a / HWB 2-06a).
  • I am learning skills and strategies which will support me in challenging times (HWB 1-07a / HWB 2-07a).
• Physical wellbeing:
  • I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health (HWB 1-15a / HWB 2-15a).;

Wales, PSE

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

• Active citizenship:
  • To develop respect for themselves and others; to value families and friends as a source of mutual support.
• 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.
  • To understand the features and physical and emotional benefits of a healthy lifestyle, e.g. food and fitness.
  • The range of their own and others’ feelings and emotions; what to do or to whom to go when feeling unsafe.
• Sustainable development and global citizenship:
  • To appreciate the natural world as a source of inspiration.

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