[[SYLLABUS_V1]]
NSW|Early Stage 1|PHE-SMI-01 - PDHPE|Identifies and demonstrates self-management and interpersonal skills.|Identify and describe various emotions.|Students identify emotions such as happy, sad, angry, worried and calm, then use the wheel to show how they feel.
NSW|Stage 1|PH1-SMI-01 - PDHPE|Describes and demonstrates self-management and interpersonal skills in a range of contexts.|Identify and describe the connection between feelings, words and body language.|Students connect feeling words with facial expressions by drawing faces for each emotion on the wheel.
NSW|Early Stage 1|ENE-OLC-01 - English|Communicates effectively by using interpersonal conventions and language with familiar peers and adults.|Use oral language to make requests and express needs.|Students use the wheel as a prompt to orally express how they are feeling.
NSW|Stage 1|EN1-OLC-01 - English|Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions.|Initiate, listen and/or respond in partner and group conversations.|Students discuss their selected feeling with a partner or group.
NSW|Early Stage 1|CAE-VIS-01 - Creative Arts|Experiments with and identifies ways materials and techniques are used to represent subject matter and ideas in artworks.|Experiment with ways to make marks, types of lines and shapes, using drawing materials and techniques.|Students use drawing materials to create facial expressions that represent different feelings.
NSW|Early Stage 1|CAE-DRA-01 - Creative Arts|Experiments with and identifies ways feelings, ideas, roles and situations are embodied and enacted in drama.|Use voice, language, mime or movement to express feelings and embody roles or characters.|Students can extend the activity by using facial expression, voice or movement to act out the feeling shown on their wheel.
VIC|Foundational|VC2CPFS01 - Personal and Social Capability|verbal and non-verbal ways to recognise and identify emotional responses and situations associated with them.|responding to stimulus showing familiar situations and identifying the emotions displayed|Students decorate the Feelings Wheel and draw faces for happy, sad, angry, worried, calm and another chosen emotion. The teacher uses the wheel as a stimulus, asking students to identify each emotion and describe the facial clues that show it.
VIC|Levels 1 and 2|VC2CP2S01 - Personal and Social Capability|verbal and non-verbal ways to recognise, name and describe emotional responses and situations associated with them.|matching vocabulary about emotions with pictures|Students match emotion words to the faces they draw on the Feelings Wheel. They rotate the wheel to select an emotion, name it, describe what the face looks like, and discuss a situation where someone might feel that way.
VIC|Foundational|VC2HPFP04 - Health and Physical Education|identify emotions they experience.|identifying and describing the emotions of people who are happy, sad, excited, tired, angry, scared or confused (MH, RS, S)|Students decorate the Feelings Wheel, drawing faces for happy, sad, angry, worried, calm and another chosen emotion. They rotate the wheel and describe the emotion shown using simple feeling words.
VIC|Foundational|VC2EFLA02 - English|explore different ways of using language to express preferences, likes and dislikes.|recognising how feelings and preferences might be communicated in speech and gesture|Students use the Feelings Wheel to choose a feeling, then practise saying “I feel…” while also showing the matching facial expression or gesture.
VIC|Levels 1 and 2|VC2E1LA01 - English|explore how language, facial expressions and gestures are used to interact with others when asking for and providing information, making offers, exclaiming, requesting and giving commands.|viewing short films and discussing how characters use words and body language to convey emotions|After creating the wheel, students rotate to an emotion and discuss what words, facial expressions and body language could show that feeling.
QLD|Foundational|AC9HPFP03 - Health and Physical Education|Express and describe emotions they experience.|Identifying and describing the emotions of people who are happy, sad, excited, tired, angry, scared or confused.|Students identify different emotions represented on the Feelings Wheel, draw corresponding facial expressions and use the completed wheel to communicate how they are feeling.
QLD|Year 1|AC9HP2P03 - Health and Physical Education|Identify how different situations influence emotional responses.|Recognising how self and others are feeling in a range of situations.|Students use the Feelings Wheel to recognise and name their own emotions and consider how others may feel in different situations.
QLD|Year 2|AC9HP2P03 - Health and Physical Education|Identify how different situations influence emotional responses.|Recognising how self and others are feeling in a range of situations.|Students use the Feelings Wheel to identify emotional responses, discuss situations associated with different feelings and communicate their current emotional state.
QLD|Foundational|AC9AVAFE01 - Visual Arts|Explore how and why the arts are important for people and communities.|Exploring how facial expressions, gestures and other ways of moving, and using voice or language, can communicate emotions and feelings in arts works; for example, characters in portraits, cartoons, songs, chants or dances from different times and cultures.|Students explore how facial features can visually communicate emotions, then draw a different expression for each feeling on their Feelings Wheel.
QLD|Year 1|AC9AVA2C01 - Visual Arts|Use visual conventions, visual arts processes and materials to create artworks.|Using a combination of digital art and analog art-making, such as using photography or drawing apps for painting and drawing, to create a collaged abstract work that represents feelings and emotions; for example, responding with colour, line and shape to music to create work that communicates how the music makes them feel.|Students use drawing, colour, line and facial features to create visual representations of emotions within their Feelings Wheel. They can also use collage techniques or photos of different facial expressions to represent a range of feelings, experimenting with different visual materials and processes to communicate emotions.
QLD|Year 2|AC9AVA2C01 - Visual Arts|Use visual conventions, visual arts processes and materials to create artworks.|Using a combination of digital art and analog art-making, such as using photography or drawing apps for painting and drawing, to create a collaged abstract work that represents feelings and emotions; for example, responding with colour, line and shape to music to create work that communicates how the music makes them feel.|Students make intentional visual choices using drawing, colour, line and facial features to represent emotions within their Feelings Wheel. They can also use collage techniques or photos of different facial expressions to represent a range of feelings and communicate emotions through different visual materials and processes.
WA|Pre-primary|WAPHEHPI2 - Health and Physical Education|Emotional responses individuals may experience in different situations.|For example: happiness and sadness; how responses may affect others.|Students identify emotions on the wheel and draw facial expressions to show emotional responses such as happiness and sadness.
WA|Year 1|WA1HEHPI3 - Health and Physical Education|Positive ways to react to their own emotions in different situations.|For example: walking away; seeking help; remaining calm.|Students use the Feelings Wheel to recognise how they feel and discuss positive ways to respond to emotions in different situations.
WA|Year 2|WA2HEHPI1 - Health and Physical Education|Ways to interpret the feelings of others in different situations to help develop respectful relationships as individuals grow older.|For example: paying attention to words other people use; noticing facial expressions and body language; recognising and respecting cultural diversity.|Students interpret feelings shown through facial expressions on the wheel and connect these to respectful interactions with others.
WA|Pre-primary|WAPELIEN1 - English|Respond to stories and share feelings and thoughts about their settings, events and characters.|For example: sharing thoughts and ideas about a story, such as orally discussing favourite storybook characters or by drawing pictures of a favourite event.|Students draw and discuss feelings on their wheel, sharing thoughts about different emotions and how they can be represented visually.
WA|Year 1|WA1ELAI1 - English|Explore how language, facial expressions and gestures are used to interact with others when asking for and providing information, making offers, exclaiming, requesting and giving commands.|For example: asking and answering questions in planned and unplanned discussions and conversations; identifying emotions expressed in film or picture books and discussing what the characters may be feeling or thinking.|Students explore how facial expressions communicate emotions by drawing different feeling faces on the wheel.
WA|Year 2|WA2ELALA3 - English|Understand that images add to or multiply the meanings of a text.|For example: discussing detail that is included in the images but not present in the words; identifying and describing the way images are used to expand meaning, such as a character’s facial expression to communicate emotion, or graphs, diagrams and maps to communicate facts and details.|Students use images of facial expressions to communicate emotions, showing how visual choices add meaning to the feeling words on the wheel.
AUS|FOUNDATION YEAR|AC9HPFP03 - Health and Physical Education|express and describe emotions they experience|learning and using appropriate language and actions to communicate their feelings in different situations|Students create and use the Feelings Wheel to identify emotions such as happy, sad, angry, worried and calm, then practise using language to communicate how they feel.
AUS|FOUNDATION YEAR|AC9AVAFC01 - Visual Arts|create arts works that communicate ideas|creating works in response to inspiration from sources such as play, imagination, observation, literature, artworks from their cultures and communities or arts knowledge and skill development activities|Students create an artwork that communicates the idea of different feelings by decorating the wheel and drawing facial expressions for each emotion.
AUS|YEAR 1 AND YEAR 2|AC9HP2P03 - Health and Physical Education|identify how different situations influence emotional responses|recognising how self and others are feeling in a range of situations|Students use the completed Feelings Wheel to discuss how they and others might feel in different situations and select the emotion that matches their response.
AUS|YEAR 1 AND YEAR 2|AC9AVA2C01 - Visual Arts|use visual conventions, visual arts processes and materials to create artworks|using a combination of digital art and analog art-making, such as using photography or drawing apps for painting and drawing, to create a collaged abstract work that represents feelings and emotions; for example, responding with colour, line and shape to music to create work that communicates how the music makes them feel|Students use colour, line, shape and drawn facial features on the Feelings Wheel to represent feelings and emotions through visual arts processes and materials.
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