This document outlines an emotional learning session about understanding the relationship between feelings and learning. It discusses establishing ground rules, how emotions are linked to learning, keeping a learning log, and reflecting on responses to learning and revision. Students are asked to consider scenarios about managing their time and commitments near exams. They review another student's sample timetable, identifying positives and areas for improvement. Effective organization is emphasized as key to reducing stress and facilitating learning.

1. Learning To Learn – Year
10
Emotional Learning – Session 2

2. Learning Outcomes
• ALL MUST: Understand the
relationship between how you feel
and learning, and understand about
the importance of organisation.
• MOST SHOULD: Be able to analyse
their own learning and organisation
skills and think about how to make
learning a positive experience.
• SOME COULD: Evaluate their
learning experiences and control and
adapt their feelings in order to make
their learning more effective, based
on good organisation.

3. GROUND RULES
What were the ground rules established
last lesson?
Are there any more ground rules that you
would like to add?

4. Learning Is Linked to Emotions –
Remember -
• Emotion is attached to everything we do
and therefore, to everything that we learn.

5. See?

6. Learning Log
• Re-visit your learning logs from last
lesson.
• Discuss how and why learning is valuable
if it is reflective.

7. IN a Circle:-
You are now going to reflect on
your own response to learning
and revision. You are going to
be thinking about how to plan
your time effectively.

8. Deadlines
• Imagine that you have some important
exams next week. How well would you
plan your time?
• What would you do in the following
scenarios?
• Discuss with a partner and feedback to the
rest of the group.

9. 1. You have just bought the new Call of
Duty game.

10. 2. Three of your friends (who are not doing
the same exams as you) invite you to a
party.

11. 3. You have a part time job, but your boss
offers you extra hours. As these are on a
Sunday, it means you will get paid double.
You have an important exam the next
day.

12. 4. You have your controlled conditions course
work for English after the weekend and need to
work on your notes and make sure that you have
understood the play that you will be studying. It
is Sunday evening, about 7pm and a boy / girl
that you really fancy ‘phones you up and asks if
you want to go and see a film at the cinema.

13. 5. You are half-way through a history essay
that is due in the next morning and your
best friend ‘phones you up to ask you how
you are getting on.

14. Planning Your Time
With a partner, look at the following
timetable that a student has created 10
weeks before they sit their GCSEs.
Decide on the positives and negatives. Put
your thoughts on post-its and stick them
on a thought-bubble board.

15. DAY MONDAY TUESDAY WEDNESDA
Y
THURSDAY FRIDAY SATURDAY SUNDAY
Afternoon
(4:00 –
5:30)
History
homework
Play COD for
1 hour
Watch TV
Music
Practice
Do Geography
coursework
COD 6 for
1 hour
Business
studies
homework
AM: Go
shopping
PM: Play COD
6 for two
hours
AM: Lie-in
PM: Youth
Orchestra
rehearsal
Evening
6:30 – 9:00
Maths
Homework
(due Tuesday)
English
Homework
German
Vocabulary
revision
Swimming
and then
meet
friends
Horse riding
lesson
Badminton
club
Meet friends
and go out
Meet friends
and then go
out
Watch TV
for an hour
Maths
homework

16. DISCUSSION
• What are the positives about the
timetable?
• What can be improved on?
• What issues may you face when planning
your time like this? How will these issues
be overcome?

17. Plenary
• How can lack of organisation lead to
stress? How can this strangle and
suffocate learning?
• Discuss as a group.
EXTENSION ACTIVITY:
In pairs, design your own revision timetable.