WellBeing links to the Curriculum

The Mindfulness for Kits program is highly engaging for children using natural themes and animals to bring it to life. 

Below are a host of curriculum links that the program can be tied into.


  • Reading,
  • Vocabulary development,
  • Enjoyment of reading stories, poems and plays,
  • Application of language in a variety of circumstances,
  • Opportunities for Speaking and listening
  • Developing and discussing viewpoints,
  • Encouraging inference, and prediction,
  • Using speech bubbles,
  • Character descriptions,
  • Metaphors and similes (word play) etc.


  • Structure and function of plants including the life cycle of flowing plants, seed formation (nuts) and seed dispersal.
  • Shadows form when the light source is blocked.
  • Grouping / classifying living things, recognising environments / habitats can change.
  • Using the local environment / human impact / litter or deforestation (School trip to a local forested / woodland area).
  • Making simple guides or keys / observations of animals / construct and interpret a variety of food chains identifying producers, predators, and prey.

Art & Design

  • Construct a snow shaker to illustrate the settling nature of the mind when practicing mindfulness.
  • Sketch observations of woodland creatures.
  • Great artists examples of woodland art – Monet, Constable to Japanese cherry trees and the art associated with Disney or the Gruffalo.


  • Symphony No 6, Beethoven.
  • The Birds, Respighi.
  • Le carnaval des animaux (Carnival of the Animals), Camille Saint-Saëns.
  • The Flight of the BumblebeeNikolai Rimsky-Korsakov.


  • Year 2 How do we show our feelings? Different kinds of feelings; strategies to manage feelings; change and loss; recognising how others are feeling; sharing feelings
  • Year 3 How can we describe our feelings? Wider range of feelings; conflicting feelings experiences at the same time; describing feelings; feelings associated with change; recognising wider range of feelings in others; responding to other’s feelings
  • Year 4 How can we be a good friend? Recognise wider range of feelings in others; responding to feelings; strategies to resolve disputes.
  • Year 5 Actions can affect self and others.
  • Year 6 How can we manage risk? strategies for managing risk; resisting unhelpful pressure; personal safety; how to handle anti-social or aggressive behaviours

Cooking and Nutrition

Woodland food, fruits, nuts, fungi (with warning!) relate to seasonality.


Climate zones, biomes and vegetation belts.


Famous trees in history.