This car emotions pack will appeal to younger children. It covers the basic six emotions of: happy sad angry scared surprised disgust There are a huge bundle of resources in this pack. There are: 6 Full page emotion posters Emotion cards with and without the words Dominoes with and without the words Emotion spinners with the emotion cars with and without words Emotion spinners with questions on each emotion Emotion fans with and without words An emotion game with and without words Park your emotion with and without words Scale your emotion with and without words

Starring me Emoji style can be printed as a booklet or you can use the sheets individually. My interpretation of the different emojis with worksheets to fill in. Lots of opportunity for discussion. There are 40 emojis covered with 42 sheets altogether. The second page is a blank to enable it to be printed duplex and booklet style.

Each child is given a Bingo base board and a set of counters. Cut up the word cards and read out the ‘I can’ statement. The child looks for that statement on their board and covers it with a counter. Continue until someone has a straight line horizontally, vertically or diagonally. There is also a board for children to choose 3 ideas that they will try to help them relax and be more mindful. There is a set of image cards, image cards plus I can statement to print off and the child can stick them to their base board to take away at the end of the session. Other ideas to use this game: Matching pairs game with pictures Matching pairs game with pictures and ‘I can’ statement Print out the cards and put on a keyring as a reminder As a stimulus for discussion Set 1 is available from my shop

The pack includes: 10 different stories – which can be personalised with a photo and a name. These are available in a girl version and boy version where needed. Prompt cards – these take the key points from the story which can be put on a keyring and used often to remind children of what they are trying to achieve Target sheet – Children colour a star and number each time they hit their target. Certificate – Children get to take a certificate home when they have filled in the 5 stars on the target sheet.

This pack of resources will help children with common social skill problems. There are 10 stories included in this pack. The pack includes: 10 different stories – which can be personalised with a photo and a name. These are available in a girl version and boy version where needed. Prompt cards – these take the key points from the story which can be put on a keyring and used often to remind children of what they are trying to achieve Target sheet – Children colour a star and number each time they hit their target. Certificate – Children get to take a certificate home when they have filled in the 5 stars on the target sheet. Here are the stories included in the pack Saying sorry – Story Prompt cards, Target sheet, Certificate Using my kind hands – Story Prompt cards, Target sheet, Certificate Using my kind feet – Story Prompt cards, Target sheet, Certificate Not ok to hit or hurt others – Story Prompt cards, Target sheet, Certificate Shouting out in class – Story Prompt cards, Target sheet, Certificate Someone doesn’t want to play with me – Story Prompt cards, Target sheet, Certificate Someone doesn’t agree with me – Story Prompt cards, Target sheet, Certificate Personal space – Story Prompt cards, Target sheet, Certificate Showing I care – Story Prompt cards, Target sheet, Certificate Being a good sport – Story Prompt cards, Target sheet, Certificate

Strength cards are a brilliant way of raising self-esteem in children. Please see below for lots of ideas on how to use them. There are lots of ways of using them to help boost a child’s self esteem. They help children to name and recognise their inner strengths. Great for the child who is shy or doesn’t want to speak out in front of others. Lay all the strength cards out and ask the child to pick five strengths that represent them. In a group situation, ask one child to sit in the centre of the circle and the rest of the children have to pick five strengths that represent that child. In a group situation, give each child a white board and pen and go through the strength cards. The children can write five on their whiteboards. Pick one of your strength cards and decide how you are going to use that strength – today, tomorrow, next week, next year? Pick one of the strengths that you want to be. For example if you decide you want to be a good team player. How can you achieve that? Make a plan. Pick someone you admire, it might be a footballer, a singer, a film star, a family member or a friend, what strengths do they have? Put the cards face down, ask a child to pick one. Discuss the card. Does he/she know anyone with that strength? Do they have that strength? Would they want that strength? Ask the child to design their own strength card. What image would it have? What would the strength be? Use the strength cards as affirmations. Use the five cards the child has chosen and get them to say ‘I am strong, I am thoughtful, I am wise, I am musical, I am kind’. Put them in a little box and the child must look at them daily and repeat the affirmations. Pick one strength card such as ‘affectionate���. Who do they know who is Affectionate? Discuss. This could also be a group discussion.

17 feelings thermometers showing different children - light skinned, dark skinns, girls, boys. Emotions - happy to upset, happy to angry, happy to scared, happy to worried. Print as A4 for individual use but can be blown up using the ‘POSTER’ setting on your computer.

This is a matching game using emotions from different nationalities. Of course it has the underlying message that we all feel emotions no matter who you are, where you live or whatever your skin colour is. Included in the pack: A game board A feelings mat in colour and black and white worksheets covering all the emotions shown in boy version and girl version Each child throws a die and moves that number of places. If they land on a ‘child’ they must match that emotion to their mat. They can circle it on their mat with a dry wipe pen. Encourage them to name the emotion. This could be extended to ‘Tell me a time when you felt like that’. If they land on an instruction then they must move that number of places either forwards or backwards. The winner is the person who has circled the most emotions on their mat when everyone has reached the end of the game board. The feelings mat could also be used as an emotional register or a prompt for including emotions in their writing. There is a set of worksheets for each emotion (boy and girl version) to explore the child’s emotion in more detail. It is simply drawing a picture and writing a sentence or two.

A- Z of emotions plus blank facemats for emotions work.

this ‘What are they thinking?’ resource has 72 cards with a character or characters and a thinking bubble. The idea is that the child must come up with something that the character is thinking. Look at where the thinking bubble is pointing for those pictures with several characters. You can of course ask what they think the other characters are thinking, feeling or why they are behaving in that way. There is a whole range of emotions, body language, positive and negative behaviour cards included. This is a great inference tool for children to look carefully at what is happening in the picture or to look carefully at the facial expression or body language. Great for speech and language activities as well as social and emotional. Children will learn how to really look at something and analyse what they can see. They will learn to infer what is happening. This will help them with reading different situations in their everyday life and of course for reading comprehension activities. This is a ‘talking’ activity rather than a writing one but you could print the cards bigger, on A3 rather than A4, laminate them and they could be used with a dry wipe pen. They could be used for one to one working, small groups or circle-time. This is also a great ice-breaker resource to help warm up the child before working with them.

14 foldables for emotions work. Instructions on how to make up are in the files. Girl or Boy provided where necessary. Make emotions work more interesting. Perfect for ELSAS, Teaching Assistants, Learning Mentors or working one to one with children with social or emotional problems.

The word affirm means to ‘state something that is true’. Affirmation cards have simple but positive messages that help to develop a child’s sense of self. When used regularly it is hoped that the children will absorb the positive message and become more positive in their outlook in life. They will really begin to believe the statement that they are working on. The message needs to be realistic and very simple. Having unrealistic affirmations may make a child feel worse about themselves and your aim with these is to increase their self-esteem. All these cards begin with the words ‘I am’ and are very simple but achievable statements for all children. Included in the pack: 25 Affirmation cards – 4 to an A4 page 25 Affirmation cards – 2 to an A4 page 25 Affirmation cards – 1 to an A4 page Blank Affirmation cards – 4 to an A4 page Tips booklet

The word affirm means to ‘state something that is true’. Affirmation cards have simple but positive messages that help to develop a child’s sense of self. When used regularly it is hoped that the children will absorb the positive message and become more positive in their outlook in life. They will really begin to believe the statement that they are working on. The message needs to be realistic and very simple. Having unrealistic affirmations may make a child feel worse about themselves and your aim with these is to increase their self-esteem. All these cards begin with the words ‘I am’ and are very simple but achievable statements for all children. Included in the pack: 25 Affirmation cards – 4 to an A4 page 25 Affirmation cards – 2 to an A4 page 25 Affirmation cards – 1 to an A4 page Blank Affirmation cards – 4 to an A4 page Tips booklet

The word affirm means to ‘state something that is true’. Affirmation cards have simple but positive messages that help to develop a child’s sense of self. When used regularly it is hoped that the children will absorb the positive message and become more positive in their outlook in life. They will really begin to believe the statement that they are working on. The message needs to be realistic and very simple. Having unrealistic affirmations may make a child feel worse about themselves and your aim with these is to increase their self-esteem. All these cards begin with the words ‘I am’ and are very simple but achievable statements for all children. Included in the pack: 25 Affirmation cards – 4 to an A4 page 25 Affirmation cards – 2 to an A4 page 25 Affirmation cards – 1 to an A4 page Blank Affirmation cards – 4 to an A4 page Tips booklet

There is a poster and a worksheet for children to come up with their own mindfulness and relaxation ideas.

Emotions are just so important to mental health. The more children learn about them the better. These can be used as a way of discussing different emotions, looking at vocabulary and gauging how they are feeling.

3 worksheets working on social and emotional issues.

Group activity 1 Choose number of spots to match the number of children in your group. Lay out the spots before the children arrive and ask them to read the spots and sit on one of them. If there are arguments over who sits where ask them to try and sort it out between themselves. Observe their skills at doing this. Only intervene if necessary. When every child is sitting on a spot ask them to place their spot in their lap and then ask them questions on why they chose that spot. How have they shown this characteristic? What does it mean? Then they must give their spot to someone else who they think shows this characteristic. Each person is only allowed to be given one spot so if someone has already given them one they cannot have another one. Do this one child at a time. Why did they give their spot to this person? How does this person show that characteristic? Group activity 2 Play a version of musical chairs but with the spots. Lay out the spots in a large open area. Play music and they walk around. When they music stops they must stand on a spot. What did they land on? What word is it? How do they show this characteristic? Carry on starting and stopping the music until children have landed on quite a few different spots.