Cut and stick worksheet showing different things that people might do when feeling angry. Children to sort the pictures into groups of things they should do when angry and things they should not. Why do you need this? Managing anger appropriately is a vital skill for children to develop. This interactive cut and stick activity creatively builds positive behavior choices using engaging picture sorting. How and when might you use this? The worksheet features 10 pictures of scenarios showing different reactions when feeling angry, like hitting, screaming, talking to a trusted adult, hurting others, deep breathing etc. Children should look at each picture, discussing if the behaviors shown are right or wrong ways to deal with anger. Children then cut out the pictures and sort them under the columns “I should" or “I should not” according to their own reasoning. Finally, students glue their sorted cards under the correct column, creating a handy visual reference guide demonstrating constructive vs destructive anger reactions.

Checklist for children to look at and think about which calming strategies work best for them when in a heightened emotional state. Why do you need this? Children dealing with heightened emotional states, especially those struggling with anger issues often need guidance and support to navigate their emotions efficiently. This checklist is a good tool to help teachers to be proactive in helping children manage their stress, it aims to involve children actively in self-regulating their emotions. How and when might you use this? This might be used in a variety of ways: · During PSHE lessons focused on emotional regulation and coping strategies, helping children identify which work best for them. · Following a conflict or behavioural incident a tool for self-reflection to think about their reaction to anger and what strategies they may use instead in the future. · As 1:1 support for a child struggling with anger management. · During counselling sessions to support students in exploring their anger triggers and developing personalised coping strategies. · As a whole class activity to promote a classroom culture of emotional awareness and self-regulation. What’s included? One PDF worksheet showing a checklist of calming strategies that children might use when angry. Children can go down the list and check either ‘this helps’, ‘this sometimes helps’, ‘this does not help’

Worksheet in which children think about what thoughts and feelings led to a certain behaviour and then think about how different thoughts might change the outcome. Why do you need this? This worksheet encourages children to reflect on their actions by identifying the thoughts and feelings that preceded their behaviour. This process promotes self-awareness and helps children understand the factors influencing their actions. Understanding the role of thoughts and feelings in behaviour helps children develop emotional regulation skills. They learn that they can influence their emotions by changing their thoughts, leading to more adaptive coping strategies when faced with challenging situations. How and when might you use this? This worksheet could be used in a variety of ways: · In lessons on social-emotional learning that focus on understanding and managing their emotions. · To aid conflict resolution after an incident to allow children to reflect. · During counselling sessions with students who exhibit behavioural difficulties or emotional struggle. · As 1:1 support for a child struggling with strong emotions. · This worksheet could be used proactively with students as a preventative measure to equip students with skills for managing stress, anger, or other challenging emotions. What is included? Included are 2 versions of the worksheet, one in colour and one in black and white

Worksheet in which children think about what their thoughts, feelings and reactions were at a time when something went wrong. This can open up discussion to better ways to handle when things go wrong. Why do you need this? Encouraging children to reflect on their thoughts, feelings, and reactions during challenging situations promotes self-awareness. It helps them understand their emotional responses and thought patterns. By examining their reactions to difficult situations, children can learn to identify triggers for negative emotions and develop strategies for managing them effectively. How and when might you use this? These worksheets could be used in a variety of ways: · In lessons on social-emotional learning that focus on understanding and managing their emotions. · Use it as a guided activity to help children identify the common thought patterns associated with different emotions and brainstorm positive alternatives. · Following an emotional incident or conflict as a tool for self-reflection. · During counselling sessions to support students in managing their emotions and developing coping strategies. Empower children to challenge their negative thoughts with positive ones. · As a prompt for whole class discussions about emotional well-being and positive thinking. · As part of an end of the day check-in routine. Children can have time to reflect on their thoughts and feelings. What is included? Included are 2 different versions of the worksheet – one for a boy and one for a girl.

Worksheet in which children should think about things that annoy them and ways that they could change their thinking. Why do you need this? This worksheet can be used to help children develop emotional regulation skills. By reflecting on what annoys them and brainstorming ways to change their thinking, children can learn to manage their emotions more effectively. This activity promotes self-awareness, problem-solving skills, and resilience in dealing with everyday challenges. How and when might you use this? Teachers can use such a worksheet during PSHE lessons or as part of individual or group counseling sessions. It can be integrated into a broader unit on emotions or conflict resolution. The worksheet can prompt discussions about coping strategies and positive thinking patterns, helping children build emotional intelligence and resilience. Additionally, teachers might incorporate it into classroom routines during times of heightened emotions or as part of a regular PSHE curriculum. What is included? This worksheet has spaces to write things that annoy them and then spaces to write ideas for helpful thoughts they could have when these things happen.

Worksheet in which children should think about what their biggest worry is and then what that worry looks like in their head. They should then think about their worst fear of how this could end and then the reality of how it would be most likely to end. Why do you need this? The worksheet helps children identify and articulate their worries, which is the first step in learning to manage and cope with them effectively. By acknowledging their concerns, children can begin to develop strategies for regulating their emotions and reducing anxiety. Engaging in the exercise encourages children to recognize the thoughts and images associated with their worries, increasing their cognitive awareness of how their minds process fear-inducing scenarios. This awareness can empower them to challenge negative thinking patterns and develop more balanced perspectives. How and when might you use this? This worksheet can be used in a variety of ways: · During counselling sessions this worksheet can be used to facilitate discussions with students who may be experiencing anxiety or stress. · Small group activities to promote peer interaction and mutual support for those suffering with anxiety or worries. · PSHE lessons focused on emotional awareness and self-reflection. · As part of a mental health curriculum the worksheet can be used to teach children about the nature of worries and fears, as well as strategies for managing them effectively. · This worksheet can be used as a means for providing follow up support to monitor progress, reinforce coping strategies and address ongoing concerns.

Worksheet in which children should think about ways they have previously dealt with anger and better ways they could deal with their anger in the future. Why do you need this? Teaching children alternative strategies for managing anger helps them develop essential skills for emotional regulation. By asking children to think about alternative coping strategies to negative behaviors, teachers empower students to handle their emotions in a healthy and productive manner. Tantrums, shouting, running away, and hitting can disrupt the learning environment and compromise the safety and well-being of students and teachers. By equipping students with effective anger management strategies, teachers contribute to creating a safer and more conducive learning environment for everyone. How and when might you use this? This worksheet can be used in a variety of ways: · During classroom discussions about emotions and behaviour management. · Guided group activities · Counselling sessions with students struggling with anger management to explore personalised coping strategies. · Following a conflict or behavioural incident as a tool for self-reflection. · This worksheet could be used proactively with students as a preventative measure to promote self-awareness and emotional regulation. What’s included? This worksheet includes 5 boxes showing inappropriate ways of dealing with anger: shout and scream, run out of the room, hot people, tantrum and throw or break things. Then there are empty boxes next to each one for children to write alternative more appropriate ways coping strategies such deep breathing or go to a quiet space to calm down.

Worksheet in which children think about what thoughts lead to certain feelings and how they can change their thoughts to have more positive feelings. Why do you need this? This worksheet can help nurture emotional intelligence by encouraging children to recognize the connection between their thoughts and feelings. This awareness empowers them to better understand and manage their emotions. Teaching students to challenge negative thoughts and reframe them in a more positive light promotes resilience. It empowers them to approach challenges with a growth mindset and develop coping strategies for overcoming adversity. How and when might you use this? This worksheet could be used in a variety of ways: In PSHE lessons that focus on understanding and managing their emotions. Use it as a guided activity to help children identify the common thought patterns associated with different emotions and brainstorm positive alternatives. Following an emotional incident or conflict as a tool for self-reflection. During counselling sessions to support students in managing their emotions and developing coping strategies. Empower children to challenge their negative thoughts with positive ones. As a prompt for whole class discussions about emotional well-being and positive thinking. As part of an end of the day check-in routine. Children can have time to reflect on their thoughts and feelings. What’s included? Included is 1 PDF printable worksheet with 2 versions; 1 for a boy and 1 for a girl

Counting activity in which children need to count the pictures and then find the correct corresponding numeral to place on top. Why do you need this? This activity provides practice in counting objects accurately. By counting the pictures before finding the correct numeral, children develop their counting skills and learn to count in sequence. It reinforces the concept of quantity and helps children understand that numbers represent specific quantities. How and when might you use this? This activity could be used in a variety of way: · Maths lessons focused on number recognition and counting · Small group instruction to provide targeted support · Independent work stations This can be used as a one off activity or for continued use you may want to laminate and use Velcro to move the pictures around. What is included? Included is a worksheet with 11 boxes each showing a different number of pictures and then a sheet of number cards to cut and place on top.

A communication mat for SEN children is a visual support tool designed to aid communication and language development for students with diverse communication needs. This mat is for children to communicate how they are feeling. It shows a grid of pictures and words for children to point to. Why do you need this? If a child has limited verbal communication skills, it can be challenging for them to express their thoughts, feelings, or needs verbally. A communication mat provides alternative means of communication, allowing the child to convey how they feel using visual symbols or pictures. Some children, particularly those with special educational needs or communication disorders, may rely on non-verbal communication methods such as gestures, facial expressions, or pointing. A communication mat offers additional support for non-verbal communication by providing a structured and visual tool for expressing themselves.

A communication mat for SEN children is a visual support tool designed to aid communication and language development for students with diverse communication needs. This mat is for children to communicate what is wrong with them. It shows a grid of pictures and words for children to point to. Why do you need this? If a child has limited verbal communication skills, it can be challenging for them to express their thoughts, feelings, or needs verbally. A communication mat provides alternative means of communication, allowing the child to convey what is wrong using visual symbols or pictures. Some children, particularly those with special educational needs or communication disorders, may rely on non-verbal communication methods such as gestures, facial expressions, or pointing. A communication mat offers additional support for non-verbal communication by providing a structured and visual tool for expressing themselves.

Worksheet in which children should think about the progression of their anger and they could try to calm themselves down. Why do you need this? This worksheet promotes self-awareness by encouraging children to recognise the stages of their anger. By identifying early signs of anger, students can learn to intervene before their emotions escalate. This teaches children strategies to manage their emotions effectively. By reflecting on their anger progression, students can explore coping mechanisms and calming techniques that work best for them, such as deep breathing, taking a break, or positive self-talk. How and when might you use this? This worksheet can be used in a variety of ways: · During classroom discussions about emotions and behaviour management. · Guided group activities · Counseling sessions with students struggling with anger management to explore personalized coping strategies. · Following a conflict or behavioural incident as a tool for self-reflection. · This worksheet could be used proactively with students as a preventative measure to promote self-awareness and emotional regulation.

These name the alien worksheets are a great way to get children used to the idea of nonsense words in a fun way. These ones are the simplest containing just basic phonemes to make 3 letter names. Why do you need this? Nonsense words, or “alien words,” are non-existent words that follow phonetic patterns. By practicing decoding these words, students strengthen their ability to apply phonics rules and sound out unfamiliar words encountered in text. How and when might you use this? These worksheets can be used in a variety of ways: · During small group phonics sessions · Independent work stations or literacy centers · Homework practice · Guided reading groups · Morning work · Whole class instruction What is included? Resource contains 6 worksheets: · 5 worksheets, 1 for each vowel, in which children draw an alien and then cut and stick to create an alien name · 1 worksheet in which there are 4 pictures of aliens and children can write a nonsense name underneath that they make up.

These name the alien worksheets are a great way to get children used to the idea of nonsense words in a fun way. Why do you need this? Nonsense words, or “alien words,” are non-existent words that follow phonetic patterns. By practicing decoding these words, students strengthen their ability to apply phonics rules and sound out unfamiliar words encountered in text. These worksheets are valuable for teaching phonics skills, particularly split digraphs. They help students recognize and decode complex letter combinations, enhancing their reading fluency and word recognition. How and when might you use this? These worksheets can be used in a variety of ways: · During small group phonics sessions · Independent work stations · Homework practice · Guided reading groups · Morning work · Whole class instruction What is included? 5 worksheets, 1 for each vowel, in which children draw an alien and then cut and stick to create an alien name

List of 66 different circle time game ideas.

4 worksheets in which children need to use the picture and the first part of the word to work out and write what the final sound in the word would be. Simple 3 and 4 letter words. Why do you need this? Isolating ending sounds builds phonemic awareness, a key early reading skill. These worksheets give students practice identifying final sounds in simple words through fun fill-in-the-blank activities. Filling in missing sounds reinforces sounding out abilities critical for spelling and reading. Recognizing final phonemes aids rhyming and phonics skills too. These worksheets allow assessment of skill progression with CVC and CCVC words. How and when might you use this? Each page displays 10 illustrated words with the final letters missing. Using the picture and initial sounds as clues, children must determine and write in the last letter to complete the terms. For example, seeing a picture of a p-i- _ would cue writing in “g” to spell “pig”. Parents and teachers can incorporate the pages into lessons or independent practice. What’s included? 4 PDF worksheets

Poster showing the ways positive self-talk can help you feel happier, more confident and healthier. Worksheet in which children can write some ideas of positive things they can say to themselves. Why do you need this? Positive self-talk is essential for promoting mental health and well-being among students. By displaying a poster that highlights the benefits of positive self-talk, teachers can encourage students to adopt a more optimistic and empowering mindset. Teaching students to use positive self-talk can help them develop resilience in the face of challenges and setbacks. By reframing negative thoughts into positive affirmations, students can better cope with stress, adversity, and uncertainty. How and when might you use this? The poster can be prominently displayed in the classroom, serving as a visual reminder of the importance of positive self-talk. Teachers can refer to it during discussions about emotional well-being or as part of lessons on self-esteem and confidence. Teachers or counsellors can use the positive self-talk worksheet with children struggling with self-esteem or issues with anxiety. What is included? Included in this resource is: · A poster showing the ways positive self-talk is helpful · A worksheet where children can write examples of positive self-talk. The worksheet is provided in both color and black and white versions · A copy of the worksheet showing examples of what positive self-talk may look like

Cut and stick colourful pictures onto sorting boards labelled with 6 different colours. Why do you need this? This activity can be used to help children learn about colours and sorting in a hands-on and engaging way. How and when might you use this? This activity could be used to teach children about colours and sorting and grouping. Teachers might use this activity during early childhood or reception education or with older children with special educational needs to introduce or reinforce the learning of colours. Can be used in group or independent practice or independent workstations. This can be used as a one off activity or for continued use you may want to laminate the boards and pictures and use Velcro to move the pictures around. What is included? Included are 6 boards, each labelled with a different colour and 36 pictures to cut and stick onto the appropriate board.

Worksheets in which children think about and list the things that make them feel happy, sad, angry, stressed, frustrated or anxious. Why do you need this? Teachers might use these worksheets to encourage children to recognise and understand their emotions better. It helps them develop emotional awareness and gives teachers insights into potential sources of stress or concern for individual students. How and when might you use this? These worksheets could be used during individual counselling sessions, group discussions, or as part of a classroom activity focused on emotional intelligence. They can be integrated into lessons on social-emotional learning or mental health awareness. It’s a way to prompt reflection and discussion about emotions, helping students identify triggers and coping strategies. What is included? 6 worksheets showing an emotion and then with 7 bubbles for children to write things that make them feel that emotion. The emotions included are frustrated, anxious, angry, sad, happy and stressed.

4 worksheets for children to describe and reflect on their emotions including happy, sad, angry and anxious. Why do you need this? Understanding emotions is an essential social-emotional skill for children to learn. This set of four worksheets helps children identify and process their feelings in a reflective way. Children can build emotional intelligence through self-expression. What’s included? There are four different worksheets for happy, sad, angry and anxious. In each worksheet there us a box to draw a time they felt that emotion and then there are questions underneath to help the child reflect on what happened, how it felt, how it affected their behavior and how they were able to cope with feeling that way. How and when might you use this? Teachers can use these as a social-emotional check in to get an insight into children’s emotional intelligence or as a lesson teaching about different emotions. Counsellors could use these as a way to begin meaningful discussions.