Hidden and Masked Feelings
Recognise that people sometimes hide or mask their true feelings — smiling when they're actually sad, or saying 'I'm fine' when they're not — and understand why someone might do this
Share and support
Teaching Table
Set out your lesson
Treat a possible mismatch as a reason to check, not proof of a hidden feeling.
Ask the learner to explain one prerequisite idea before starting. If uncertain, revisit it; graph order is not learner readiness.
Check readiness rather than assuming source graph order establishes attainment.
Use fictional cards. Learner may pass. Do not ask for secrets.
Use the supplied stage cards on screen or scrap paper; adult key stays separate.
Materials are ready in each step. Use them on screen or print just the current step. Put teaching examples aside before the learner tries.
What this lesson covers and its limits
These are bounded opportunities, not learner attainment. Partial and blocked source requirements remain so.
- partial: Recognise that people sometimes hide or mask their true feelings — smiling when they're actually sad, or saying 'I'm fine' when they're not — and understand why someone might do this
Bounded objective: Treat a possible mismatch as a reason to check, not proof of a hidden feeling. Role-play only. Sharing with a safe trusted person is an option, not a requirement or proof of emotional health.
- partial: Give an example of a time someone might hide their feelings and explain why
Narrator supplies hidden disappointment and a possible context.
- partial: Identify mismatches between someone's words and their body language
Ambiguous cues prompt uncertainty; not definitive mind-reading.
- partial: Explain that hiding feelings is common but that it's usually better to share with someone trusted
Trusted support offered with consent; sharing never mandatory.
- partial: If a friend at school says 'I'm fine' but looks upset and is being very quiet, can {{name}} recognise that the friend might not actually be fine?
Try offers new-scenario-reasoning for the bounded objective; it does not establish every part of the source assessment. Role-play only. Sharing with a safe trusted person is an option, not a requirement or proof of emotional health.
Role-play only. Sharing with a safe trusted person is an option, not a requirement or proof of emotional health.
Compare teaching approaches
Teaching approaches
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1 approach
Treat a possible mismatch as a reason to check, not proof of a hidden feeling.
Treat a possible mismatch as a reason to check, not proof of a hidden feeling.
Family records and proof options
Keep a record of your learning
Save photos, notes, and attendance. Export a proof packet for compliance or portfolio reviews.
Learning resources
External links for extra practice. They do not replace Gakuva’s teaching approach.
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Check understanding
- Give an example of a time someone might hide their feelings and explain why
- Identify mismatches between someone's words and their body language
- Explain that hiding feelings is common but that it's usually better to share with someone trusted
“If a friend at school says 'I'm fine' but looks upset and is being very quiet, can your child recognise that the friend might not actually be fine?”
Curriculum record
- Type
- Conceptual
- Subject
- Personal & Social Development
- Domain
- Emotional Literacy
- Age range
- Ages 7–9
Standards