This ‘Feelings First game’ will help children to learn lots about emotions and will be great fun too. Children will be making facial expressions, acting out body language and using their thinking skills. There is also an element of maths in the game because they need to be able to work out who has the highest number. Also lots of calculating to do at the end. Might be a good idea to have a calculator handy.

This personalised/social story will help a child to understand about not pulling faces at others. There is a girl version and boy version of the story. A set of prompt cards to have in the classroom, a target sheet and a certificate when the target has been achieved.

This personalised/social story will help a child to understand about sitting on their chair properly There is a girl version and boy version of the story. A set of prompt cards to have in the classroom, a target sheet and a certificate when the target has been achieved.

This ‘Feel the Feels’ Anger resource pack includes the following resources: Anger workbook – 19 pages Anger diary -Cover sheet, instructions and One sheet that can be printed as many times as needed 1-5 Scale – print, laminate Mobile phone emotion register – print and laminate These resources are suitable for older children KS2/3/4 – aged approximately 9 to 16.

This is a game where children race each other up to the pumpkin. You will need counters to play. Included in the pack is a game board and 30 emotion/feeling words.

Included in the pack: 26 page workbook 26 coping skills cards Help children learn coping skills.

This intervention is written for a group of four children and is led by an ELSA or teaching assistant. It covers emotions, relaxation and lessons around making changes and setting targets for the new year. It runs for approximately 40 minutes. Children will work together in a group which will give them a sense of belonging. This helps to raise self-esteem. All my interventions follow a similar structure: Welcome and emotional register– welcome the children to the group, go over the circle time rules and talk about how they feel today. Warm up – children really respond better if they have had chance to warm up and feel at ease by playing a game or activity. This may or may not be related to the learning objective. Activity – this is where the children work on the learning objective. Relaxation/Mindfulness – Children are more ready to go back to class if they are relaxed and calm. Review of the session – Children talk about their learning experience and perhaps fill in a pupil feedback form on the session. The paper resources for this intervention come in booklet form. Make one up to show the children at the start of your intervention but don’t make their booklets up straight away. Some weeks has a challenge for them to take away with them. Make their booklets up for their last session so they can take them away as a reminder. You can collect any evidence you require each week up to that point. There are no assessments for this intervention. Learning objectives are: I can tell you about some of my happiest memories last year I can tell you about some of my proudest moments last year I can tell you about some things that I want to get better at next year I can tell you about some habits I want to change. I can make a New Year resolution for something I want to get better at I can make a New Year resolution for something I want to stop doing

This Healing Steps Grief intervention covers six sessions and is written for a ‘Grief Group’ but also including planning for delivering to one child. This intervention is written for a group of four pupils (but there is planning for one to one working) and is led by an ELSA or teaching assistant. It covers emotions, relaxation and support around grief. This is an ‘activity’ based intervention and the stages of grief are not covered. It is meant for pupils to support each other and take part in activities to allow them to share their feelings and make themselves feel more able to cope. The pupils will take one step at a time and heal a little bit along the way. Animals will also be covered in this intervention because quite often the first loss a pupil experiences is a pet. Pupils will work together in a group which will give them a sense of belonging. It will also help them support each other. Sometimes it is easier to deal with your grief if you know that others are also experiencing similar feelings to you. The sessions will last for approximately one hour. All my interventions follow a similar structure: Welcome and emotional register– welcome the pupils to the group, go over the circle time rules and talk about how they feel today. Warm up – pupils really respond better if they have had chance to warm up and feel at ease by playing a game or activity. Activity – this is where the pupils work on the learning objective. Relaxation/Mindfulness – pupils are more ready to go back to class if they are relaxed and calm. Review of the session – pupils talk about their learning experience and colour in the appropriate ‘step’ at the back of their booklets. There might also be something to find out for next time or something to think about or do. The paper resources come in booklet form. There are also some additional templates and you will need some bubbles for each child, drinking straws and water or juice, whiteboard, colouring pencils, scissors and glue. Included in the pack: Group planning for six sessions Individual planning for six sessions Pupil Memory Booklet Pocket template Flower template Memory cube and accompanying sheet Relaxation cube and accompanying script Circle time rules Memory Questions Self care prompts Emotion fans Feelings of Loss poster

10 emotions covered happy angry surprised shy scared worried sad confused scared excited

This story is suitable for working with children who steal. It includes: A story to read to the child and discuss. Repeat the story several times to ensure the key points are being understood. Prompt cards to print, laminate and put on a keyring for taking away with them. They could have a copy for the classroom and one for home. A target sheet so that the child can colour a star if they manage to stop themselves from stealing A certificate for when they have reached their target. 12 Question cards on the story to ensure the child understands what is being asked of them. Worksheets on the key points of the story to ensure understanding. Assess understanding. See if the child really understands stealing with these simple scenarios

Jigsaw Resource Pack Includes: 5 banners an example lesson plan 10 plain coloured jigsaw pieces 10 coloured jigsaw pieces with vocabulary 15 jigsaw templates and suggestions list on how to use them

There are 24 advent mindfulness colouring sheets for the run up to Christmas, each one highlights a ‘Christmas quote’. These will be fab for colouring in when chatting in ELSA Sessions. Most of them have an important message and work can be done on that message so the child can get a deeper understanding.

This ‘Finish the Emoji’ resource will combine emotional literacy with symmetry and art. There are full page mats where children need to finish the emoji face and then name the emotion or to take it a bit further there are worksheets with prompts. 14 emotions are covered with this resource.

Use this activity in the following ways: Warm up or icebreaker at the beginning of your sessions Emotional register at the beginning of your sessions In numeracy lessons when working on numbers 1-10 With SEN children who need a bit more help with emotions or numbers to 10 In early years classrooms as independent activities To learn about the 6 emotions included This pack contains: 6 girl jigsaws numbers 1-5 6 boy jigsaws numbers 1-5 6 girl jigsaws numbers 1-10 6 boy jigsaws numbers 1-10

Each day has a writing/drawing task and a talking/doing task. After 5 days the children receive a certificate

Grab yourself a lovely little set of emotion fans. These will appeal to young children especially if they like unicorns! Learning about emotions should start as soon as children begin to speak and even before. As an adult or parent this should be modeled to children constantly because they do learn from you. Explain to the child that they feel sad because … and explain why they might be feeling sad. Show children that emotions come and go all the time. Show them how you deal with your emotions so they are set a good example.

This resource is to help children understand the emotion of ‘fear’ and was requested from a Reception teacher. Fear is one of the core emotions and is quite an important emotion to teach. The other core emotions are ‘sadness, disgust, surprise, anger, and happiness’. This resource is suitable for EYFS and KS1. It may even be suitable for older children with limited emotional literacy. Included in the pack: Scared Sophie Powerpoint Show (10 slides) Scared Sophie PDF of the show should you not have a computer to work on Scared Sophie Poem Scared Sophie Poster Scared Sophie Supporting worksheets (5 worksheets)

This resource is to help children understand the emotion of ‘anger’ and was requested from a Reception teacher. Anger is one of the core emotions and is quite an important emotion to teach. The other core emotions are ‘sadness, disgust, surprise, happiness, and fear’. This resource is suitable for EYFS and KS1. It may even be suitable for older children with limited emotional literacy. Included in the pack: Angry Adam Powerpoint Show (9 slides) Angry Adam PDF of the show if you want to make this up as a booklet to read through rather than use a computer. Angry Adam Poem Angry Adam Poster Angry Adam Supporting worksheets (4 worksheets)

There are: 14 Posters with funny quotes coloured background 12 Posters with Emotion words – Coloured background 12 Posters with Emotion words – White background 12 Fans colour background 12 Fans white background 12 Emotion cards coloured background with text 12 Emotion cards white background with text 12 Emotion cards coloured background without text 12 Emotion cards white background without text

This intervention is written for a group of four children and is led by an ELSA or teaching assistant. It covers emotions, relaxation and lessons around transition either into the next class or new school. It runs for approximately 40 minutes. It is pitched at junior aged children but would work for year 2 to year 3 too. Children will work together in a group which will give them a sense of belonging. This helps to raise self-esteem. All my interventions follow a similar structure: Welcome and emotional register– welcome the children to the group, go over the circle time rules and talk about how they feel today. Warm up – children really respond better if they have had chance to warm up and feel at ease by playing a game or activity. This may or may not be related to the learning objective. Activity – this is where the children work on the learning objective. Relaxation/Mindfulness – Children are more ready to go back to class if they are relaxed and calm. Review of the session – Children talk about their learning experience and perhaps fill in a pupil feedback form on the session. The paper resources for this intervention come in booklet form. Make one up to show the children at the start of your intervention but don’t make their booklets up straight away. Some weeks has a challenge for them to take away with them. Make their booklets up for their last session so they can take them away as a reminder. You can collect any evidence you require each week up to that point. There is a simple assessment for this intervention. This pack includes Planning booklet – please read this first Emotion fans Circle time rules Relaxation booklet Pupil booklet Assessment Certificate Pupil feedback