Mixed and Conflicting Emotions

Personal & Social DevelopmentEmotional LiteracyAges 9–11

Understand that people can experience mixed or conflicting emotions at the same time — feeling excited and nervous about starting a new school, or happy for a friend who won but disappointed for yourself

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Teaching Table

Set out your lesson

Explain two simultaneous feelings about different aspects of a fictional event.

Activity

Can distinguish simultaneous from before/after; vocabulary support may stay visible if labelled supported.

Policy

Check activity readiness with accessible response; pause or supply prerequisite help when needed. Do not treat age range or graph position as attainment.

Adult Preparation

Open teaching first, then learner cards. Adult key stays separate. Read supplied content; do not invent a passage, scene or history image.

Stage Separation

Show and guided material are for teaching. Put them aside before recall; any passage, word bank or model used during the check must be recorded as support. Learner givens remain available for source-reading tasks.

Optional Objects

Only scrap paper, pencil or ordinary safe objects where the authored task explicitly uses them; oral/pointing alternatives allowed.

Privacy

No account, recording, real-user data or compulsory personal disclosure.

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: Understand that people can experience mixed or conflicting emotions at the same time — feeling excited and nervous about starting a new school, or happy for a friend who won but disappointed for yourself
Bounded objective and prepared task only; all examples, universal claims and real-world behaviour are not established. Do not say feelings are never worrying or dismiss distress. Personal simultaneous-emotion disclosure is optional, not assessed.
partial: Describe a personal situation where they felt two emotions simultaneously
Fiction replaces the personal-situation clause.
partial: Explain why mixed feelings are normal and not something to worry about
Qualified explanation avoids the source's blanket not-something-to-worry-about language.
opportunity: Identify mixed emotions in a character from a book or film
Complete original story supplies explicit mixed emotions.
partial: When {{name}}'s best friend gets picked for the team and they don't, can {{name}} explain that they feel happy for their friend AND disappointed for themselves at the same time?
Prepared adapted check is not a complete equivalent to all source contexts, images or genuine independent habits. Do not say feelings are never worrying or dismiss distress. Personal simultaneous-emotion disclosure is optional, not assessed.

Do not say feelings are never worrying or dismiss distress. Personal simultaneous-emotion disclosure is optional, not assessed.

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Explain two simultaneous feelings about different aspects of a fictional event.

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Check understanding

Describe a personal situation where they felt two emotions simultaneously
Explain why mixed feelings are normal and not something to worry about
Identify mixed emotions in a character from a book or film

“When your child's best friend gets picked for the team and they don't, can your child explain that they feel happy for their friend AND disappointed for themselves at the same time?”

Curriculum record

Type: Conceptual
Subject: Personal & Social Development
Domain: Emotional Literacy
Age range: Ages 9–11

Standards

ib-pyp-pspe:PSPE-ID-CU-P4-5