Emotional Wellbeing
OPEN AWARDS
Vocational
This element introduces the fundamental concepts of emotional wellbeing, focusing on developing self-awareness of feelings and the ability to seek support. It also covers the nature of bullying and its impact, alongside practical strategies for forming and maintaining positive friendships. The content is designed to build resilience and promote healthy social interactions in everyday life.
34
Learning Outcomes
58
Assessment Guidance
58
Key Skills
34
Key Terms
69
Assessment Criteria
Assessment criteria
Open Awards Entry Level Diploma in Independent Living (Entry 1) (RQF)
Open Awards Entry Level Diploma in Independent Living (Entry 2) (RQF)
Open Awards Entry Level Award in Skills for Further Learning and Employment (Entry 2) (RQF)
Open Awards Entry Level Diploma in Skills for Further Learning and Employment (Entry 2) (RQF)
Open Awards Entry Level Certificate in Skills for Further Learning and Employment (Entry 2) (RQF)
Open Awards Entry Level Diploma in Skills for Further Learning and Employment (Entry 1) (RQF)
Open Awards Entry Level Award in Skills for Further Learning and Employment (Entry 1) (RQF)
Open Awards Entry Level Certificate in Skills for Further Learning and Employment (Entry 1) (RQF)
Open Awards Entry Level Award in Physical Health and Mental Wellbeing (Entry 1) (RQF)
Open Awards Entry Level Certificate in Physical Health and Mental Wellbeing (Entry 3) (RQF)
Open Awards Entry Level Award in Physical Health and Mental Wellbeing (Entry 3) (RQF)
Open Awards Entry Level Certificate in Physical Health and Mental Wellbeing (Entry 1) (RQF)
Open Awards Entry Level Award in Physical Health and Mental Wellbeing (Entry 2) (RQF)
Open Awards Entry Level Certificate in Physical Health and Mental Wellbeing (Entry 2) (RQF)
Open Awards Entry Level Certificate in Independent Living - Looking After Yourself and Your Home (Entry 2) (RQF)
Open Awards Entry Level Certificate in Independent Living - Looking After Yourself and Your Home (Entry 1) (RQF)
Topic Overview
The Open Awards Entry Level Diploma in Skills for Further Learning and Employment (Entry 2) (RQF) is a foundational qualification designed to help students develop essential skills for progression. This diploma covers key areas such as communication, numeracy, personal development, and employability, providing a stepping stone to further study or work. It is ideal for learners who need to build confidence and basic competencies before moving on to higher-level qualifications like GCSEs or vocational courses.
In the Foundations for Learning component, students explore how to set personal goals, manage time effectively, and work independently or as part of a team. The curriculum emphasizes practical, real-world applications, such as following instructions, completing tasks, and reflecting on progress. This unit is crucial because it equips learners with the self-management and study skills necessary for success in both academic and workplace settings.
This diploma fits within the wider subject of vocational education by offering a flexible, learner-centered approach. It recognizes that not all students thrive in traditional academic environments and provides alternative pathways to achievement. By focusing on transferable skills, it prepares students for lifelong learning and helps them become active contributors to their communities.
Key Concepts
Core ideas you must understand for this topic
- →Goal setting: Identifying short-term and long-term objectives and breaking them into manageable steps.
- →Time management: Prioritizing tasks, using planners or timetables, and meeting deadlines.
- →Teamwork: Collaborating with others, sharing responsibilities, and respecting different viewpoints.
- →Self-reflection: Evaluating own performance, identifying strengths and areas for improvement.
- →Following instructions: Understanding and completing tasks accurately based on verbal or written guidance.
Learning Objectives
What you need to know and understand
- Identify a range of basic emotions using pictures or words.
- State who to tell when feeling sad, worried, or upset.
- Give an example of what bullying looks like.
- Describe one way to be a good friend.
- Identify a range of basic emotions (e.g., happy, sad, angry, scared) in oneself and others.
- Demonstrate simple techniques for managing uncomfortable emotions, such as deep breathing or seeking help.
- Describe what bullying is and recognize examples of bullying behaviour.
- List the key characteristics of a good friend, including kindness and listening.
- Give an example of a mental illness and a physical illness to illustrate the difference between them.
- Be able to identify emotions and know how to manage emotional experiences.Know about bullying.Know how to be a good friend.Know that illness can be mental or physical
- Be able to identify emotions and know how to manage emotional experiences.Know about bullying.Know how to be a good friend.Know that illness can be mental or physical
- Identify a range of emotions in yourself and others.
- Describe appropriate strategies for managing difficult emotions.
- Recognise different types of bullying.
- Explain how to respond to bullying appropriately.
- List key characteristics of being a good friend.
- Distinguish between mental and physical illness.
- Identify a range of common emotions (e.g. happy, sad, angry, scared) using pictures or words.
- State at least two appropriate sources of emotional support (e.g. trusted adult, helpline).
- Recognise different forms of bullying (e.g. physical, verbal, online).
- Demonstrate one practical way to be a good friend (e.g. sharing, listening, helping).
- Be able to identify emotions and know where to obtain emotional support.Know about bullying.Know a way to be a good friend
- Be able to identify emotions and know where to obtain emotional support.Know about bullying.Know a way to be a good friend
- Be able to identify emotions and know where to obtain emotional support.Know about bullying.Know a way to be a good friend
- 1. Be able to identify emotions and know how to manage emotional experiences 2. Know about bullying 3. Know how to be a good friend 4. Know that illness can be mental or physical
- 1. Be able to identify emotions and know how to manage emotional experiences 2. Know about bullying 3. Know how to be a good friend 4. Know that illness can be mental or physical
- Be able to identify emotions and know where to obtain emotional support.Know about bullying.Know a way to be a good friend
- Be able to identify emotions and know how to manage emotional experiences.Know about bullying.Know how to be a good friend.Know that illness can be mental or physical
- Identify a range of common emotions and describe appropriate ways to manage them.
- Define bullying and recognise different forms of bullying behaviour.
- List qualities of a good friend and give examples of how to be a good friend.
- Explain that illness includes both mental and physical conditions and provide examples of each.
- Be able to identify emotions and know how to manage emotional experiences.Know about bullying.Know how to be a good friend.Know that illness can be mental or physical
- Be able to identify emotions and know where to obtain emotional support.Know about bullying.Know a way to be a good friend
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for correctly naming at least two emotions from a given set.
- Recognition of at least one trusted adult or service to approach for emotional support.
- Clear, simple example of bullying behaviour (e.g., name-calling, hitting, leaving out).
- A practical act of friendship stated (e.g., sharing, listening, helping).
- Award credit for correctly naming at least three different emotions.
- Look for evidence that the learner can suggest an appropriate response to feeling upset, such as talking to a friend or engaging in a calming activity.
- Credit recognition of at least two bullying scenarios, e.g., name-calling or social exclusion.
- Expect demonstration of understanding that a good friend is supportive and does not bully others.
- Accept a simple explanation that a cold is a physical illness, while feeling sad for a long time might be a mental illness.
- Award credit for naming at least three basic emotions (e.g. happy, sad, angry) and describing one simple, safe way to calm down when feeling a strong emotion.
- Award credit for defining bullying clearly and giving at least two examples of bullying behaviour (e.g. name-calling, pushing, leaving someone out on purpose).
- Award credit for listing qualities of a good friend (e.g. sharing, listening, being kind) and providing an example of how to demonstrate one of these qualities.
- Award credit for explaining that illness can be mental (affecting thoughts and feelings) or physical (affecting the body), with one example of each.
- Identify emotions and know how to manage them.
- Know about bullying and its effects.
- Know how to be a good friend.
- Know that illness can be mental or physical.
- Award credit for correctly naming at least three emotions and linking them to situations.
- Award credit for suggesting at least one appropriate way to manage a specific emotion.
- Award credit for defining bullying and giving an example.
- Award credit for demonstrating knowledge of friendship qualities, such as sharing or listening.
- Award credit for clearly stating that illness can be mental or physical with an example.
- Award credit for correctly naming or pointing to at least three distinct emotions.
- Accept references to a school counsellor, family member, or child-friendly helpline as valid sources of support.
- Look for ability to distinguish between bullying and one-off arguments or accidental harm.
- Evidence must include a clear example of friendly behaviour, such as taking turns or saying something kind.
- Award credit for correctly naming at least three basic emotions (e.g., happy, sad, angry) when prompted with images, scenarios, or role-play.
- Evidence must demonstrate that the learner can identify at least one appropriate person or place to go for emotional support (e.g., a teacher, family member, or school counsellor) and explain why they would seek help.
- To meet the bullying objective, the learner should describe or point out a bullying situation and state clearly that bullying is wrong or hurtful.
- For demonstrating how to be a good friend, the learner must give a practical example such as sharing, listening, helping when someone is sad, or saying kind words.
- Award credit for correctly naming at least three different emotions (e.g., happy, sad, angry) and giving an example of when each might be felt.
- Demonstrate knowledge of at least one source of emotional support, such as a trusted adult, a helpline like Childline, or a school counsellor.
- Show understanding of bullying by giving a clear definition (repeated, intentional hurtful behaviour) and distinguishing between physical, verbal, and indirect bullying with examples.
- When explaining how to be a good friend, provide specific behaviours like listening, sharing, being kind, or standing up for a friend, rather than vague statements.
- Award credit for correctly naming at least two common emotions (e.g., happy, sad, angry) and matching them to appropriate facial expressions or scenarios.
- Credit given for stating where to get help (e.g., a trusted adult like a teacher or parent) when feeling upset or worried.
- Evidence of understanding bullying: learner can describe in simple terms what bullying means (e.g., being mean repeatedly) and give an example.
- Demonstrating knowledge of a way to be a good friend, such as sharing toys, listening, or being kind.
- Award credit for correctly naming and describing at least three different emotions (e.g., happy, sad, angry) and giving a simple strategy to manage a strong emotion (e.g., deep breathing when angry).
- Credit should be given for defining bullying as repeated unkind behaviour and providing an example (e.g., name-calling, hitting) and stating a safe way to respond (e.g., tell a trusted adult).
- Evidence should show the learner can list qualities of a good friend (e.g., listening, sharing) and give an example of friendly behaviour in a scenario.
- Accept responses that recognise mental illness (e.g., feeling very sad for a long time) and physical illness (e.g., a cold) and state that both need care.
- Award credit for correctly naming at least three different emotions (e.g., happy, sad, angry) and linking them to typical situations.
- Award credit for describing at least one simple coping strategy (e.g., deep breathing, talking to someone) appropriate to a given emotional state.
- Award credit for identifying two or more examples of bullying behaviour (e.g., name-calling, exclusion) and stating why it is hurtful.
- Award credit for listing key behaviours of a good friend, such as listening, sharing, and being kind.
- Award credit for giving one example of a physical illness and one example of a mental illness (e.g., broken leg; feeling very worried all the time).
- Award credit for correctly identifying at least three basic emotions (such as happy, sad, angry, scared) when presented with pictures, stories, or role‑play scenarios.
- Award credit for naming at least one trusted source of emotional support, such as a parent, teacher, or friend, and explaining when they might ask for help.
- Award credit for recognising a simple example of bullying (e.g., name‑calling, pushing) as unkind behaviour and stating that it is not acceptable.
- Award credit for describing or demonstrating one concrete action that shows being a good friend, such as sharing, taking turns, or saying something kind.
- Identifies a range of emotions.
- Describes strategies to manage emotions.
- Explains what bullying is and its effects.
- Lists qualities of a good friend.
- Recognises that mental illness is as important as physical illness.
- Award credit for accurately naming at least three different emotions and suggesting a suitable coping strategy for each.
- Look for evidence of identifying at least two different types of bullying and explaining how they can affect someone.
- Expect clear examples of friendly behaviours, such as sharing, listening, or offering help.
- Credit for recognising that illnesses like anxiety or depression are mental, while broken leg or flu are physical, with at least one example of each.
- Identify a range of emotions in self and others.
- Describe strategies to manage emotions.
- Explain what bullying is and how to respond.
- Demonstrate qualities of a good friend.
- Recognise that mental illness is as important as physical.
- Award credit for demonstrating the ability to name at least three basic emotions (e.g., happy, sad, angry) and match them to appropriate facial expressions or situations.
- Award credit for clearly identifying at least one trusted person or service (e.g., family member, school counsellor, helpline) from whom they can seek emotional support when needed.
- Award credit for defining bullying in simple terms and giving at least one example of bullying behaviour (e.g., name-calling, hitting, excluding someone on purpose).
- Award credit for describing at least one positive characteristic of a good friend (e.g., listening, sharing, being kind) and providing a concrete example of how to demonstrate it.
Assessment Guidance
Guidance for achieving higher grades
- 💡Use simple, real-life examples to demonstrate understanding of emotions and support.
- 💡Be clear on the difference between bullying and just not getting along with someone.
- 💡When answering about friendship, think of a concrete action you would do, not just a feeling.
- 💡Use everyday examples or simple stories to show you can recognise different emotions.
- 💡Practice describing your own feelings using straightforward words, as this is often assessed through discussion.
- 💡Remember that explaining who you would tell if you felt upset demonstrates understanding of seeking support.
- 💡When discussing bullying, give clear examples from your own experience or learning materials to show understanding.
- 💡For friendships, consider role-playing positive behaviours like sharing or listening to illustrate your knowledge.
- 💡Use plain, everyday language and give real-life examples from your own experience to show understanding.
- 💡When describing how to manage emotions, suggest practical, safe strategies such as deep breathing, counting to ten, or talking to a trusted adult.
- 💡For the bullying section, be specific about different types of bullying and explain how each can make someone feel.
- 💡When discussing mental and physical illness, mention common, simple examples such as 'a cold' for physical and 'feeling very worried all the time' for mental.
- 💡Use real-life scenarios to discuss emotions.
- 💡Learn strategies for managing stress.
- 💡Understand the importance of seeking help.
- 💡Use real-life examples to demonstrate understanding of emotions.
- 💡When describing managing emotions, give a specific personal strategy.
- 💡For bullying, include what to do if you witness or experience it.
- 💡Use simple, clear language when explaining mental health, avoiding stigma.
- 💡Use visual aids or role-play to demonstrate understanding if verbal or written responses are difficult.
- 💡In assessments, always name a specific trusted adult (e.g. 'my teacher' or 'my keyworker') when asked about emotional support.
- 💡Use clear, real-life examples when answering questions—think about a time you felt an emotion, saw bullying, or helped a friend.
- 💡For the support question, practice naming a specific adult you trust and what you would say to them (e.g., 'I would tell Miss Smith if I felt upset').
- 💡Remember that bullying involves more than one mean act; it happens over and over and can be verbal, physical, or online.
- 💡When explaining friendship, show that you understand being a good friend includes both happy times and times when you support each other.
- 💡When identifying emotions, use simple, everyday language and relate answers to familiar situations (e.g., 'I feel sad when my friend moves away').
- 💡For questions on support, name a specific person or service (e.g., 'I would talk to my form tutor') rather than a general idea; link to real life to show depth.
- 💡In an assignment on bullying, always mention the element of repetition and imbalance of power—this distinguishes bullying from one-off conflicts.
- 💡When describing friendship, give a concrete example (e.g., 'A good friend shares their toys' or 'A good friend tells a teacher if you’re being bullied') to demonstrate understanding.
- 💡For tasks asking to identify emotions, look at the face and body language in pictures; practice saying “When [event], I feel [emotion].”
- 💡When asked about bullying, remember that bullying happens over and over again to the same person and makes them feel bad.
- 💡To show you know where to get help, always name a real person you trust like a teacher, parent, or carer.
- 💡Being a good friend means more than just having fun; remember to show you care by listening, sharing, and being kind.
- 💡For assessments, practice describing personal examples or scenarios to demonstrate understanding of each learning outcome.
- 💡When discussing managing emotions, mention at least one safe, practical strategy you have used or would use.
- 💡In questions about bullying, clearly distinguish between bullying and isolated incidents.
- 💡Use everyday examples from your own experience to demonstrate understanding of emotions and friendships.
- 💡Be prepared to describe what you would do if you felt sad, angry, or scared—focus on safe, simple actions like talking to a trusted adult.
- 💡For questions on bullying, remember to mention non-physical forms such as spreading rumours or leaving someone out on purpose.
- 💡When discussing mental and physical illness, emphasise that both are real and deserving of care and support.
- 💡In role-play or written tasks, show active listening and sharing skills to illustrate qualities of a good friend.
- 💡Use real examples from your own life when talking about emotions or friendship – personal experiences make your answers clearer.
- 💡If you are not sure about a feeling, think about what your face or body might do (e.g., smiling means happy), and describe that.
- 💡Practise telling a trusted adult how you feel before the assessment, so you feel more comfortable talking about emotions and support.
- 💡Use real-life scenarios to discuss emotions.
- 💡Know the difference between teasing and bullying.
- 💡Remember that mental health is part of overall health.
- 💡Use personal or familiar examples to illustrate emotions and friendship qualities, making answers more relatable and specific.
- 💡When discussing bullying, make sure to cover different types (e.g., name-calling, exclusion) and suggest safe ways to respond.
- 💡Show understanding that mental and physical health are equally important by giving clear examples of each and how they can affect daily life.
- 💡Demonstrate emotional management strategies by linking them to real situations, such as taking deep breaths when angry or talking to a trusted person when sad.
- 💡Use simple scenarios to discuss emotions.
- 💡Encourage empathy in responses.
- 💡Reinforce that it's okay to ask for help.
- 💡In portfolio evidence, encourage learners to use real-life scenarios or role-play to demonstrate their understanding of emotions and support networks—this adds authenticity and shows application.
- 💡When addressing the bullying objective, ensure learners not only define it but also state what they would do if they experienced or witnessed it, linking this to their support network.
- 💡For the friendship element, advise learners to draw on personal experiences or create a simple ‘recipe for a good friend’ poster that visually outlines key qualities and actions.
- 💡Remind learners that completion of all assessment criteria is essential; use a checklist to track that each part of the learning objectives has been evidenced clearly in their work.
- 💡Tip 1: Use specific examples from your own experience when reflecting on your progress. Examiners look for genuine, personal insights rather than generic statements.
- 💡Tip 2: In teamwork tasks, clearly describe your role and how you contributed. Mention any challenges and how you overcame them.
- 💡Tip 3: When setting goals, make sure they are SMART (Specific, Measurable, Achievable, Relevant, Time-bound). This shows you understand the concept deeply.
Common Mistakes
Common errors to avoid in your coursework
- Confusing bullying with one-off disagreements or accidental actions.
- Naming only positive emotions and omitting negative ones like anger or fear.
- Assuming emotional support is only needed for big problems, not everyday worries.
- Mixing up being a good friend with always agreeing or doing whatever the other person wants.
- Confusing similar emotions, such as mixing up sadness and anger.
- Thinking that bullying only involves physical harm and ignoring verbal or emotional abuse.
- Believing that telling an adult about bullying is 'snitching' rather than a way to stay safe.
- Associating mental illness with negative stereotypes, e.g., assuming it makes someone 'crazy' or that it is shameful.
- Not understanding that friendships are mutual; expecting a friend to provide material things without reciprocation.
- Confusing emotions with physical sensations (e.g. saying 'tired' is an emotion instead of a physical state).
- Thinking bullying is only physical hurt and ignoring verbal or indirect bullying like teasing, spreading rumours, or exclusion.
- Believing that being a good friend means always agreeing with someone or never saying 'no'.
- Assuming mental illness is not a real illness or that it only happens to certain people.
- Confusing emotions with behaviours.
- Underestimating the impact of bullying.
- Not recognising signs of mental illness.
- Confusing emotions with physical sensations.
- Believing that bullying is only physical.
- Thinking that being a good friend means never disagreeing.
- Assuming all illnesses are visible or physical.
- Confusing feelings with physical states (e.g. mixing up 'tired' with 'sad').
- Assuming bullying only involves hitting or pushing; overlooking verbal or social exclusion.
- Describing friendship only in vague terms like 'be nice' without concrete actions.
- Learners often confuse similar emotions (e.g., angry vs. frustrated) or use vague terms like 'bad' instead of specific emotion words.
- Many will wrongly assume that telling on someone is the same as seeking support, or that they should always solve emotional problems alone.
- Bullying is frequently misunderstood as any disagreement or one-off conflict, rather than repeated, intentional harm.
- When describing friendship, learners sometimes focus only on having fun and ignore supportive actions like listening or helping.
- Learners often use 'feeling words' interchangeably without nuance (e.g., mixing up 'frustrated' with 'angry'), missing the subtle differences in emotions.
- Many assume bullying only involves physical actions, ignoring verbal taunts, exclusion, or cyberbullying, leading to under-recognition of harmful behaviours.
- A common misconception is that being a good friend means never disagreeing or always giving in; learners may not realise that respectful boundaries are healthy.
- Mixing up similar emotions, e.g., confusing frustration with anger or sadness with tiredness.
- Believing that any unkind action is bullying, without understanding the repetitive nature.
- Naming a source of support that is not appropriate (e.g., a stranger or a favorite TV character).
- Limited to no response when asked how to be a good friend, often only mentioning playing together without considering emotional support.
- Confusing emotions with physical states (e.g., saying 'hungry' is an emotion).
- Believing that a one-off conflict or disagreement counts as bullying, rather than understanding it is repeated and intentional.
- Thinking that mental illness means a person is 'crazy' or that it is their own fault.
- Confusing emotions with physical sensations (e.g., saying 'I feel sleepy' instead of 'I feel tired').
- Believing that bullying is only physical and not recognising verbal or social exclusion as bullying.
- Assuming that mental illness is always visible or that it is a sign of personal weakness.
- Thinking that being a good friend means always agreeing or never saying no.
- Confusing emotions: for example, mixing up ‘sad’ and ‘angry’ or labelling all negative feelings as ‘upset’ without distinguishing them.
- Thinking that bullying only means physical harm and not recognising teasing, exclusion, or repeated unkind words as bullying.
- Believing that being a good friend always means doing what the other person wants, rather than understanding that friends sometimes need to say ‘no’ to keep each other safe.
- Confusing sadness with depression.
- Thinking bullying is only physical.
- Not knowing how to seek help for emotional issues.
- Confusing sadness with depression or anxiety with everyday worry.
- Limiting bullying to physical actions and not recognising verbal, social, or online bullying.
- Thinking that mental illness is less serious or not a real illness compared to physical illness.
- Describing friendship only as having fun, without including qualities like trust, respect, or support.
- Confusing sadness with depression.
- Thinking bullying is only physical.
- Not knowing how to seek help for emotions.
- Confusing similar emotions (e.g., frustration with anger) or failing to distinguish between emotions and physical sensations (e.g., feeling hungry vs. feeling sad).
- Believing that bullying only includes physical actions, overlooking verbal and social forms such as spreading rumours or cyberbullying.
- Assuming that being a good friend means always agreeing with the other person, rather than understanding the importance of honesty and respectful communication.
- Stating that they would keep emotional distress to themselves because they fear being judged or think their feelings are not serious enough to seek help.
- Misconception: 'This diploma is just for students who can't do GCSEs.' Correction: It is a valid qualification that builds essential life and work skills, and can lead to further study or employment.
- Misconception: 'Foundations for Learning is just common sense and doesn't need study.' Correction: It requires active engagement, practice, and reflection to develop effective learning habits.
- Misconception: 'Teamwork means everyone does the same thing.' Correction: Effective teamwork involves dividing tasks based on strengths and communicating clearly.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for OPEN AWARDS Emotional Wellbeing
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Pass (P)
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Merit (M)
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Distinction (D)
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic literacy and numeracy skills at Entry 1 level or equivalent.
- •Ability to follow simple instructions and work with support.
- •Some experience of working in a group or paired activities.
Coursework AI Review
Paste your assignment brief and check your draft against its P/M/D criteria
Key Terminology
Essential terms to know
- Emotion recognition and vocabulary
- Support networks and help-seeking
- Bullying awareness and response
- Friendship skills and kindness
- Emotion identification
- Self-management strategies
- Bullying awareness
- Qualities of a good friend
- Understanding mental health
- Physical vs mental illness
- Be able to identify emotions and know how to manage emotional experiences.Know about bullying.Know how to be a good friend.Know that illness can be mental or physical
- Be able to identify emotions and know how to manage emotional experiences.Know about bullying.Know how to be a good friend.Know that illness can be mental or physical
- Identifying Emotions
- Managing Emotional Experiences
- Understanding Bullying
- Developing Healthy Friendships
- Recognising Mental and Physical Health
- Emotion identification
- Sources of emotional support
- Bullying awareness
- Friendship skills
- Be able to identify emotions and know where to obtain emotional support.Know about bullying.Know a way to be a good friend
- Be able to identify emotions and know where to obtain emotional support.Know about bullying.Know a way to be a good friend
- Be able to identify emotions and know where to obtain emotional support.Know about bullying.Know a way to be a good friend
- 1. Be able to identify emotions and know how to manage emotional experiences 2. Know about bullying 3. Know how to be a good friend 4. Know that illness can be mental or physical
- 1. Be able to identify emotions and know how to manage emotional experiences 2. Know about bullying 3. Know how to be a good friend 4. Know that illness can be mental or physical
- Be able to identify emotions and know where to obtain emotional support.Know about bullying.Know a way to be a good friend
- Be able to identify emotions and know how to manage emotional experiences.Know about bullying.Know how to be a good friend.Know that illness can be mental or physical
- Emotion identification and management
- Bullying awareness and response
- Building and maintaining friendships
- Mental and physical health distinction
- Be able to identify emotions and know how to manage emotional experiences.Know about bullying.Know how to be a good friend.Know that illness can be mental or physical
- Be able to identify emotions and know where to obtain emotional support.Know about bullying.Know a way to be a good friend
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