Being Me

#TheCompleteSeries5lessons

At the start of this 5-lesson scheme, children will get to know and understand themselves as a unique individual, before thinking about the role they play within their families and friendships. They will then learn about the importance of wellbeing, and explore activities to make themselves feel good. Children will also name and identify how big feelings, such as worry, anger, sadness and excitement, feel in our bodies, before trying out some calming techniques for when they experience these emotions.

Each of the lessons in this Being Me Year 2 PSHE pack includes an easy-to-follow plan, a set of engaging slides for the teaching input, differentiated activity ideas and printable resources.

#Lesson1OurSenseofSelf

In this first lesson, children explore what makes them a unique individual. They begin by reading the book What Makes Me a Me? by Ben Faulks and David Tazzyman.

Children will identify and discuss their personality traits, their hobbies and interests, their likes and dislikes, what they are good at and what they would like to get better at, and how they might react in given scenarios. In their independent activities, they choose, complete or write sentences about themselves, then arrange them into a unique pattern. The alternative activity encourages children to write sentences about themselves on a fingerprint template.

This Sense of Self KS1 lesson pack comes with differentiated activity ideas, printable resources, a slide show for the teaching input, and of course, an easy-to-follow plan! Please be aware that, for copyright purposes, we are unable to provide the text for this lesson.

#Lesson2RolesandResponsibilities

To begin this lesson, children will first explore what a family is by sharing The Family Book by Todd Parr.

As a class, they will discuss what living in a family is like, and the roles and responsibilities different family members have. Children will then look at what responsibilities they have as a friend, and briefly explore the similarities and differences between their roles in their families and as friends.

This Roles and Responsibilities KS1 lesson pack includes a detailed plan, an engaging slide show for the teaching input, differentiated activity ideas, and printable resources. Please be aware that, for copyright purposes, we are unable to provide the text for this lesson.

#Lesson3WellbeingandFeelingGood

In this lesson, children will begin to talk about wellbeing, and how it is affected by both physical and mental health.

As a class, children will explore a range of different activities that they can participate in to boost their wellbeing and make themselves feel good. In their independent activities, they will create a recipe for how to feel good using these activities as the ingredients. The alternative activity for this lesson is the fun Smelly Stations activity! (Smell is the only sense which has direct access to the limbic system - the part of the brain responsible for regulating emotions.).

This Wellbeing Activities KS1 lesson pack includes a detailed plan, an informative set of slides for the teaching input, and engaging, printable resources.

#Lesson4IdentifyingBigFeelings

In this lesson, children will learn how to identify and name some big feelings, including worry, anger, sadness and excitement.

Together, children will explore how their bodies react when they experience different big feelings, and use body maps to record how their body responds. Children will learn that, sometimes, feelings can overwhelm us, which may affect what we say and do. They are introduced to the ‘Name it to Tame it‘ technique.

This Identifying Big Feelings pack includes everything you need for a successful lesson - an easy-to-follow plan, an engaging slideshow, and printable resources.

#Lesson5ManagingBigFeelings

In this final lesson, children will explore a variety of techniques for managing big feelings, including those suggested in the story My Strong Mind by Niels Van Hove.

As part of a carousel activity, children will try out different calming activities: breathing, counting, massage, movement and positive affirmations. Children then use this experience to create their own calm plan, by matching calming activities to given big feelings.

Included with this Managing Big Feelings pack is a detailed plan, an informative set of slides of the teaching input and a range of printable resources. Please be aware that, for copyright purposes, we are unable to provide the text for this lesson.

#KnowledgeOrganiserBeingMe

This Year 2 PSHE Knowledge Organiser has been created to complement our PSHE Self and Emotional Wellbeing strand. It is designed to support your children’s understanding of key vocabulary linked to this scheme of work. A thinking question and a big idea have been included to encourage your children to think deeply about this topic.

Free Overview (Medium-Term Plan)

Download a free overview to support your teaching of this scheme of work.

Free Assessment Grid

Download a free assessment grid to support your teaching of this scheme of work.

Curriculum Objectives covered

• 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, community participation, voluntary and service-based activity on mental wellbeing and happiness.
• simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests.
• isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support.
• where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else’s mental wellbeing or ability to control their emotions (including issues arising online).