FOR TEACHERS · MODULE 01 PUBLIC PREVIEW
Plan a workshop that gets people thinking.
See how the 55-minute Understanding Emotions lesson is structured, try its movable-card game and download printable classroom samples. The full facilitator course is still in protected development.
Teaching plan · 55 minutes
What happens during Module 01?
A realistic example of the teaching flow, not a substitute for an approved facilitator guide. Participants use fictional stories and can pass on activities.
Welcome and agreement
Introduce safety, choice, confidentiality limits and opt-out routes.
Understand emotions and clues
Separate feelings from thoughts, urges and actions. Notice different body signals.
Sort the statements
Distinguish emotion, thought, physical signal, urge and behaviour.
Emotion Match flash cards
Match illustrated faces and emotion words using the digital board or printed cards.
What if we read it wrong?
Discuss alternative explanations and practice respectful check-ins.
The Choice Point
Consider fictional choices involving boundaries, harm and support.
Check learning, close safely
Use short questions, reflection and support signposting.
When a card is matched differently…
Someone matches a card the illustrator intended as worried to the word scared.
“What made you choose scared?”
“Could that expression mean worried, scared, or something else?”
“We cannot reliably know someone's emotion from a picture alone.”
“What might happen if we accused someone based on a guess?”
Two delivery pathways
Adapting the conversation.
The free game lets you switch between teenage and adult scenarios. The full age-adapted lessons need specialist safeguarding review before school and commercial use.
Teenagers 13–17
A friend is quiet after school. Someone assumes they are angry and posts an accusation. How could the character check their guess and protect boundaries?
Adults 18+
Someone interprets a slow reply as proof of cheating. What is the difference between an uncertain thought and choosing controlling behaviour?
Accessibility
Offer tapping instead of dragging, verbal or written answers, time to pass and alternatives for learners who cannot interpret pictures.
Teach with care
Safeguarding comes first.
Emotion regulation can help with ordinary stress, but domestic abuse involves behaviour for which the person using it is responsible. Never frame intimidation or coercive control as a survivor's failure to manage someone's feelings.
- Use fictional cases; never require a personal account of abuse.
- Explain safeguarding and confidentiality limits in advance.
- Do not encourage confrontation or joint mediation where coercive control is suspected.
- Follow the host school's or organisation's approved disclosure procedures.
Suggested teacher language
“I noticed you seem quiet. I could have that wrong. Would you like to talk, or would you prefer some space?”
Model curiosity, listening and respect — not certainty.
View the teacher debrief printable →