Wellbeing and personal development
My lesson mat
Help pupils see the parts of a lesson, note what they need next and communicate how they feel. A cut-out strip offers a five-stage version for a longer activity. Use it as a calm visual reminder.
Follow the five lesson stages from starter to review, then move the counter to Finished.
Read the complete materialRead the material
Help pupils see the parts of a lesson, note what they need next and communicate how they feel. A cut-out strip offers a five-stage version for a longer activity. Use it as a calm visual reminder.
Activity. Use the preview for diagrams and layout.
Page 1
1 My lesson countdown Move your counter along the path. Tick each part when it is done. 1 Starter Warm up my brain done 2 Main activity Do the big task done 3 Plenary What did I learn? done Finished All done! 2 What I need to do now Use a dry-wipe pen 3 How am I feeling? Point to a face, or put your counter on it. All feelings are okay. This is just for you and your teacher. happy calm worried sad cross tired 4 I need ... Point to a card to tell your teacher. It is always okay to ask. I NEED help I NEED a break I NEED more time I NEED a quiet space Lesson countdown and check-in mat · Laminate, then use a dry-wipe pen LEARNING ROUTINES AGES 7 TO 11 DESK MAT My lesson mat Move your counter. Point to how you feel. Ask for what you need. Now I need to Next Page 1 of 2
Page 2
A Counters Choose a counter. It fits on each stop of your path. Draw your own on a blank one. B Stage cards Put the card for the part you are on at the top of your desk. Use the blank card for a new part. C Longer lesson? Use 5 stages Cut out this strip and lay it over the path on your mat. Your counters fit here too. Lesson countdown and check-in mat · Cut-outs · Keep the pieces in a wallet with the mat MY LESSON MAT CUT-OUTS Counters, stage cards and a longer lesson strip Laminate first, then cut on the dashed lines. Starter Warm up my brain Main activity Do the big task Plenary What did I learn? Teach Watch and listen Practise Try it with help Apply Do it by myself Review Look back at my learning My part: 1 Starter Warm up done 2 Teach Listen done 3 Practise Try it done 4 Apply On my own done 5 Review Look back done Finished All done! Page 2 of 2
A teaching sequence
Make a lesson sequence and simple ways to express a need visible, while giving the pupil control over whether and how to use the check-in prompts.
Follow the five lesson stages from starter to review, then move the counter to Finished.
Read the complete materialChoose the useful lesson strip
Choose a counter or another marker that the pupil can move easily. Review the starter, main activity, plenary and finished stages; use the five-stage strip only if it suits the lesson.
Does the three-stage or five-stage version fit this lesson?
Show now and next
Invite the pupil to mark what is happening now and what they may need next.
What is happening now, and what help might be needed next?
Offer a private feeling choice
Offer the feelings row privately and accept a point, gesture or no response without asking the pupil to justify a feeling.
Would pointing, a gesture or no response be comfortable?
Keep support cards accessible
Make the help, break, more-time and quiet-space cards accessible, then review whether the visual sequence was useful.
Can help, a break or more time be requested before the sequence is finished?
Before you teach
Look for the thinking behind an answer, choose the support your class needs and leave room for an independent response.
What to look for
Check with the pupil whether the sequence helped them understand what was happening and whether the request cards were easy to use. Do not score emotional responses or require every stage to be completed in the printed order. Review the experience with the pupil.
Give a little support
Use fewer stages, familiar icons, larger symbols or a tangible object marker. Read each label aloud if useful and offer a private way to communicate a feeling or request without pressure.
Take the idea further
Invite the pupil to choose or draw a stage card that better represents the lesson, or to plan a short task using the five-stage strip with an adult. Discuss the choices with the teacher.
Things to keep in mind
The mat is an optional routine aid, not a behaviour chart or assessment of feelings. Adapt it to the pupil and avoid using the visual sequence to delay access to support, a break or a needed change.
Keep the idea. Make it yours.
Bring your topic, learning goal and class context to PLAI™, then review what you create.
Ideas to try with your class
Sample teaching perspectives on what to try, what to adapt and what to watch for.
Meet The Creators
Meet the creators whose teaching interests connect with this template. Find an approach to try with your class.
Anita Sharma
A short plan can help the adults agree what to do, but it should remain connected to the pupil’s experience and be reviewed rather than filed away.
Meet the creator
Hannah Goldberg
I plan secondary learning adjustments as familiar tools in everyday classroom practice before examinations, discussing what helps and checking that teachers can apply the agreed approach consistently.
Meet the creator
Pencil Case Pal
The two-page mat for ages 7 to 11 shows a lesson sequence from starter to main task, plenary and finished, with a counter path and tick boxes. Separate sections let a pupil point to a feeling or request help, a break, more time or a quiet space.
Chalk & Chai
The mat combines a visible sequence with simple check-in choices and says all feelings are okay. It asks the pupil to use the support prompt with the teacher.
Bright Idea Break
Explain who can see the check-in and offer pointing or moving a counter as a response. Honour the requests where possible and tell the pupil what can happen next if a requested support is unavailable.
Good Question
The feelings section says it is for the pupil and teacher, so handle it privately. This mat is a classroom support aid, not an assessment; adapt the lesson steps and support options to the individual.