Lesson 3: Emotional Regulation

In this lesson, we are learning to:

  • Practice movement skills.
  • Identify and describe emotions we feel and ways we can manage them.
  • Create a drawing to identify how, when, where and why we have felt empowered.


Episode: ‘Dial M for Mayhem’ – Shanti comes to realise that sometimes confidence is all in your head.

Find ‘Dial M for Mayhem’ on NITV, Netflix or SBS on Demand

'She didn’t need her badge at all, the power was inside her all along!' - Eddie



Begin this lesson by engaging the class in a short game of ‘mirror me’. Click through stills of Shanti during key moments of the episode and ask students to adopt the pose and expression. Hold each pose for 5-10 seconds, encouraging students to look closely at the details of the body position and the facial signals. Draw the student's attention to specific elements with verbal cues.

To view the slideshow in full screen, click to access the slideshow in a new tab: Lesson 4 Pose Sequence


In a class discussion, have students reflect on the mirroring game.

  • How do we think Shanti felt in each of the moments?
  • Which moments represented Shanti feeling empowered? Which moments represented Shanti being disempowered?

Invite students who have not yet watched ‘Dial M for Mayhem’ to make predictions about what might happen. Students who have watched the episode could reflect on how Shanti felt in various situations and why.


Explain to students that the ‘mirror me’ game involved identifying and naming some of the ways we express emotions to others (non-verbally). Once we can name our feelings, we gain an awareness of them; with this awareness, we can seek help from others or communicate what we need. Being aware of our emotions means we can influence how we feel and act.

In this episode, Shanti learns that she can succeed without her badge, and that she can achieve confidence and empowerment with a positive mindset. While viewing as a class, ask students to focus on how the characters supported Shanti when she needed it most. For example, Eddie helped Shanti look for the badge she lost, listened to the story of her great-great-great grandmother making the badge, and helped to communicate to the group how she felt on her behalf.


Assign students to small groups to identify the emotions Shanti experienced, and then the strategies used to overcome them. Did you notice Shanti’s friend Eddie supported her to reach a positive mindset? In what ways was Eddie helpful?


To enable students to demonstrate their understanding, ask each student to complete an empowerment worksheet individually, or in pairs (see PDF). Students can draw to identify and share how, where and when they feel confident, happy, and powerful. Adding a friend to the drawing explores how our peers can support us to feel empowered.


Australian Curriculum Links

Years 1 and 2
Critical and Creative Thinking
Identify and explore relevant points in information provided on a topic.

Prioritise the information that is most relevant to the topic of study.
Identify and explore relevant information from a range of sources, including visual information and digital sources.

Identify and explain similarities and differences in selected information.
Explore different ways of using language to express preferences, likes and dislikes.
Explore the contribution of images and words to meaning in stories and informative texts.
Explore language to provide reasons for likes, dislikes and preferences.
Share ideas about stories, poems and images in literature, reflecting on experiences that are similar or different to their own by engaging with texts by First Nations Australian, and wide-ranging Australian and world authors and illustrators.
Recognise different types of literary texts and identify features including events, characters, and beginnings and endings.
Discuss how language and images are used to create characters, settings and events in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators.
Discuss literary texts and share responses by making connections with students’ own experiences.
Listen to and discuss poems, chants, rhymes and songs, and imitate and invent sound patterns including alliteration and rhyme.
Identify, reproduce and experiment with rhythmic sound and word patterns in poems, chants, rhymes or songs.
Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning to understand and discuss texts listened to, viewed or read independently.
Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning when listening, viewing and reading to build literal and inferred meaning by drawing on vocabulary and growing knowledge of context and text structures.
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning.
Health and Physical Education
Identities and change
Investigate who they are and the people in their world.
Describe their personal qualities and those of others, and explain how they contribute to developing identities.
Interacting with others
Express and describe emotions they experience.
Identify how different situations influence emotional responses.
Movement and Physical activity
Practise fundamental movement skills in minor game and play situations.
Practise fundamental movement skills and apply them in a variety of movement situations.
Personal and Social Capability  
Social awareness
Identify a range of emotions and describe situations that may evoke these emotions.
Compare their emotional responses with those of their peers.
Social management
Express their emotions constructively in interactions with others.
Describe ways to express emotions to show awareness of the feelings and needs of others.

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