Feelings Change and Differ

Personal & Social DevelopmentEmotional LiteracyAges 5–7

Understand that everyone has feelings, that feelings change throughout the day, and that the same event can make different people feel different things

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Teaching Table

Set out your lesson

Explain changing and differing feelings using an explicit fictional timeline.

Activity

Can distinguish before and after; no own-feelings report needed.

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 everyone has feelings, that feelings change throughout the day, and that the same event can make different people feel different things
Bounded objective and prepared task only; all examples, universal claims and real-world behaviour are not established. No personal timeline or emotional recovery deadline. The story supplies practice, not an observed internal state.
partial: Give an example of a time their feelings changed during a single day
Fictional timeline replaces a personal event.
opportunity: Explain why two children might feel differently about the same event
Two contrasting responses to one event are provided.
opportunity: Recognise that feelings are temporary and can change
Task explicitly permits change without promising quick recovery.
partial: If you and {{name}} watch the same film and you find it funny but {{name}} finds it scary, can they understand why you both felt differently?
Prepared adapted check is not a complete equivalent to all source contexts, images or genuine independent habits. No personal timeline or emotional recovery deadline. The story supplies practice, not an observed internal state.

No personal timeline or emotional recovery deadline. The story supplies practice, not an observed internal state.

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Explain changing and differing feelings using an explicit fictional timeline.

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Check understanding

Give an example of a time their feelings changed during a single day
Explain why two children might feel differently about the same event
Recognise that feelings are temporary and can change

“If you and your child watch the same film and you find it funny but your child finds it scary, can they understand why you both felt differently?”

Curriculum record

Type: Conceptual
Subject: Personal & Social Development
Domain: Emotional Literacy
Age range: Ages 5–7

Standards

ib-pyp-pspe:PSPE-ID-CU-P1-3