Cambridge

Life Competencies
Framework
Emotional
Development
Introductory Guide
for Teachers and
Educational
Managers
 Emotional Development
Introduction to the Cambridge Life
Competencies Framework
There have been many initiatives to address the skills and competencies our learners need for the
21st century – each relating to different contexts. At Cambridge, we are responding to educators that
have asked for a way to understand how all these different approaches to life competencies relate to
English language programmes.

We have set out to analyse what the basic components of these competencies are. This is to help us
create an underlying framework to interpret different initiatives.

We have identified six life competencies, which are linked to three foundation layers of the
Framework.

THE CAMBRIDGE LIFE COMPETENCIES FRAMEWORK

Creative Learning to Collaboration

Thinking Learn

Critical Communication Social

Thinking Responsibilities

Emotional Development

Digital Literacy

Discipline Knowledge

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 The Learning Journey Defining Emotional Development
Emotional development is an important foundation for success at all ages. It affects our learning
The competencies vary depending on the stage of the learning journey – from pre-
and our ability to carry out tasks effectively at work or in education. It is distinct from the other
primary through to learners at work.
competencies in that the approach to supporting and evaluating emotional development is in most
cases less explicit or teacher-directed. Generally, the recommended approach is to support emotional
development by creating activities around other learning objectives that also give learners the
opportunity to develop their emotional skills.

Emotional development impacts on academic and social success over and above the effect of
cognitive ability (Izard, 2002; Qualter et al., 2011). Emotional skills underpin and support both the
social and cognitive development in learners.

Emotional development consists of a set of abilities that emerge over time as a person develops in
a social and educational context. These abilities are needed to understand and manage one’s own
emotions, understand other people’s emotions, and form meaningful interpersonal relationships.
Pre-Primary Primary Secondary
Emotional competence involves acquiring knowledge about a wide range of emotions, developing the
ability to apply this knowledge in emotional situations and employing coping strategies for the self
and in relation to others.

We have identified three core areas within the area of Emotional Development:

• Identifying and understanding emotions refers to a learner’s capacity to become aware of, and
express, how they feel in different situations and contexts, on their own or in relation to other
people. This could be achieved through reflection and self-appraisals of their strengths and
weaknesses, thinking about their emotions and verbalising them, and identifying and describing
Higher Education At Work
their beliefs, values and actions.

• Managing own emotions relates to the ability to utilise emotions once they have been identified
in order to deploy coping mechanisms in emotional situations, to minimise negative emotions and
We are developing Can Do Statements (see page 6) to describe what can be expected of a learner at to enhance positive ones. Learners are able to adapt to aversive or distressing emotions by using
each stage of learning for each competency. The Can Do Statements are phrased as what a learner self-regulatory strategies that lead to emotional resilience.
should be able to do by the end of that stage of learning. We have started to develop Can Do
Statements as descriptions of observable behaviour. • Empathy and relationship skills involve a learner’s capacity to discern others’ emotions based
on expressive and situational cues. Learners are able to become involved in others’ emotional
The Framework provides different levels of detail – from the broad Competencies to the specific Can experiences by displaying empathetic and sympathetic capacity. These skills involve caring for
Do Statement. other people, understanding their perspectives and using that understanding for shared emotional
response and relevant action. Learners are able to build and maintain relationships, participate in
social interactions, and handle interpersonal problems such as conflict with respect and care.
Competency Core Area Can Do
Statements

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 EMOTIONAL DEVELOPMENT Behaviours STAGE OF
LEARNING
ABILITIES BEHAVIOURS

Because of the less explicit, more inductive approach to emotional development (in contrast with the six
SECONDARY Managing own • Deals appropriately with praise, setbacks and criticism.
areas of competency), we are not providing Can Do Statements for Emotional Development. Instead, we emotions • Manages stress by employing appropriate strategies.
(CONTINUED)
are developing behaviours that give an indication of what to expect at each stage of development for • Manages emotions by using strategies such as re-evaluating or changing the
different components of Emotional Development. situation.
• Discusses own emotions (mainly with friends) and chooses the best coping
strategy.
STAGE OF ABILITIES BEHAVIOURS
Empathy and • Shows understanding of other people’s perspectives and feelings.
LEARNING relationship skills • States opposing opinions in a respectful way.
• Negotiates conflict constructively.
PRE-PRIMARY Identifying and • Identifies core emotional states (e.g. happy, sad, excited, bored, angry, scared
• Attends to maintaining relationships and feels a sense of belonging.
understanding or hurt).
emotions • Names things that make them feel good (things they are good at, things they
HIGHER Identifying and • Articulates what creates stress or difficult emotions.
like to do).
EDUCATION understanding • Distinguishes between different emotions, even those that are similar (e.g.
• Names what makes them feel happy or sad.
emotions happiness and joy).
• Associates emotional states with people, events, situations, objects, items, etc.
• Foresees pleasant/challenging moments and intentionally seeks them out or
avoids them.
Managing own • Feels a sense of pride in accomplishment.
• Understands how emotions about other aspects of their lives can influence
emotions • Attempts to control upset or stress through various strategies.
learning-related emotions.
• Controls impulses and is able to wait for gratification or reward.
• Verbalises to their parent/carer about their own emotions.
Managing own • Uses strategies for circumventing areas that create stress, frustration or
emotions anger.
Empathy and • Recognises common emotions in peers (e.g. happiness, anger etc.).
• Demonstrates tenacity to persevere despite hurdles and setbacks, with
relationship skills • Begins to show understanding of interactions that are hurtful or unfair to
limited support from others.
others (e.g. lying, ignoring, teasing, hitting, excluding etc.).
• Demonstrates resilience, drawing on past experiences and concentrating
• Consoles others (e.g. by hugging them, offering them a toy).
mainly on the task and not on negative emotions.
• Starts to create friendships.
• Reflects on own experience of emotions and emotion management (e.g. by
keeping an emotion diary).
PRIMARY Identifying and • Describes different emotions.
understanding • Describes what makes them feel happy, sad or upset.
Empathy and • Provides emotional support to others who are struggling.
emotions • Understands that they can have more than one emotion for the same
relationship skills • Provides permissible practical support for others who are struggling.
situation/event but that these emotions are related/similar (e.g. upset and
• Maintains appropriate social relations with peers and instructors.
anger).
• Refrains from saying things that might cause a disagreement or argument.
• Articulates specific emotions and compares them with those of others.
AT WORK Identifying and • Describes own emotions in an appropriate way for the workplace.
Managing own • Uses strategies of controlling emotions when upset or stressed.
• Demonstrates awareness of when emotions should be expressed.
understanding
emotions • Controls their level of excitement in class.
emotions • Is fully aware of own character weaknesses and what action should be taken
• Begins to understand the extent to which it is important to manage their own
to overcome them.
emotions.
• Recognises when their emotions might influence work-related decisions.
• Engages in self-talk.
Managing own • Uses strategies for managing negative emotions resulting from interactions
Empathy and • Is aware of the feelings of others, helping and comforting them where
with colleagues or a manager.
emotions
relationship skills necessary.
• Uses strategies for managing stress from workload or from customer/supplier
• Shows remorse after wrongdoing, especially when it has hurt or upset others.
behaviour.
• Shows concern and compassion for other children when they are hurt or
• Manages emotions to adhere to expectations of their workplace.
upset.
• Identifies ways of making friends and being a good friend (e.g. sharing,
Empathy and • Identifies emotional issues among colleagues.
listening, helping, respecting other people’s feelings and belongings,
relationship skills • Is an attentive listener for colleagues’ problems.
noticing when someone feels unhappy, unwell or left out etc.).
• Provides appropriate support for colleagues with emotional issues.
• Maintains appropriate social relations with colleagues, managers and clients.
SECONDARY Identifying and • Describes a wider range of different emotions.
understanding • Discusses what makes them feel different emotions.
emotions • Describes strategies for dealing with difficult situations.
• Understands how their own character weaknesses trigger specific emotions.

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 Practical Guidelines for Teaching Suggestions for classroom practice
The ideas presented here are intended as a general indication of the types of activity that might develop

Emotional Development this competency in the classroom, and are not a definitive list.

STRATEGIES FOR TEACHING EMOTIONAL DEVELOPMENT

Language classrooms are not just academic spaces where learners acquire a new language. Learners
can also acquire the skills to grow in their self-knowledge and to connect with the people around them, Incorporate an individualised approach
impacting their overall wellbeing. Because of such potential, the Cambridge Life Competencies Framework
• Acknowledge that all learners experience emotions in different ways; for a strategy to be effective, it
includes an Emotional Development area with the purpose of interweaving language instruction with
must fit the individual learner and the specific context.
wellbeing objectives.
• Coach learners in understanding and managing emotions and fostering effective relationships with
In order to cultivate effective emotional management skills, individuals must be personally motivated,
others.
persistently practise what they acquire, receive and act on feedback, and hone their new life skills. The
benefits of teaching emotional development include improved social effectiveness and better social
Example activity: “Name it to tame it”
relations. In terms of classroom behaviour, heightened emotional development results in:
Simply put, naming feelings helps individuals understand them and develop an “emotion vocabulary”. There are
• Higher test scores and grades;
two ways of using this activity: dealing with negative emotions and understanding others’ feelings.
• Minimal disruptive behaviour and confrontation;
1. Dealing with negative emotions:
• Maximised on-task behaviour;
Teachers encourage learners to say silently or aloud, or write down, the negative emotion they are
• Increased social skills. experiencing – as they are experiencing it – in order to gain distance. If learners can recognise their emotion,
they do not have to accept it – they can consciously become aware of their bodies and minds and disengage
from the emotion.
2. Understanding others’ feelings:
Teachers use the idea of labelling emotions as a means of developing an understanding of the emotions in
play during interactions with other learners. Simply silently naming the emotion being felt by the other, for
example asking themselves “what is this person feeling right now?”, brings it to consciousness and provides
information necessary to respond more empathetically. Empathetic teachers and learners understand and
share the feelings of others, which first necessitates that they can identify the emotion.

Minimise students’ anxiety

• Create the conditions to provoke positive reactions in your students. Some learners may feel anxious
in class which causes physical reactions, such as their heart racing. Students should be supported in
recognising these physical symptoms of their emotions and re-directing this energy into enthusiasm. If
students can recognise these reactions, they can develop coping strategies when experiencing these
situations.

• Create environments conducive to less anxiety, for example by reducing competition between
learners, or practising using the language in different contexts.

Example activity: “Three good things”

Learners write down three things that went well during the day and briefly describe the reason. The “reason”
step is critical as it requires more genuine thought than merely writing down events. This task can help boost
happiness and give the learner a sense of achievement whilst reducing negative emotions. The following
template can be used:

Three good things that happened today Reasons:

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 Raise awareness of how emotions can affect students
• Build positive self-beliefs amongst students and encourage them to adopt incremental beliefs about
intelligence.
• Support students in understanding how to regulate their emotions by changing their perspective or
situation to enable their emotions to shift.

Example activity: “Finding the silver lining”

Learners in this activity pay particular attention to problems – big and small – that arise in their classes or lives
outside of school. The aim is to engage the student in finding the positive side of a negative situation by creating a
habit of considering both the negative and positive consequences that the situation may have.
Learners can use their language skills to verbalise their “silver linings” of any situation to teachers and classmates
or document each episode in writing. Teachers need to challenge learners: every time they encounter something
problematic, the learners have to find at least one good thing about it. This could be done using the following
template:
Situation:
What is negative about this? What is a positive consequence of this?

Encourage students to express their emotions

• Create opportunities for students to talk about their emotions with peers and their teacher.
• Provide students with the language and communication skills they need to express their emotions.
• Encourage mindfulness by showing students different techniques and activities they can do to achieve
this.

Example activity: “Savouring”

Savouring refers to being mindful of pleasant experiences and intentionally reminiscing, experiencing them in
detail and making them last. Learners concentrate attentively on a particular experience, event, or achievement
to become totally immersed in the pleasure of the moment. To develop savouring skills, teachers encourage
learners to stop and notice something enjoyable and use their language skills to share it with others. They could
then be encouraged to take something from the event, like a photo or memento to reminisce over and remember
the positive emotions they associate with the event.
For example, teachers can take learners on a “nature walk” and ask them to find three things that they would not
have noticed before. Learners could touch it, smell it, and carefully observe it so that when they get back to the
classroom, they can share their savoured experience with their peers. Teachers could challenge learners to make
this a daily habit.

Over to you…
1. Choose one of the example activities in this section and try it out with your class.
-- When planning the activity, you may find the guidance above helpful. You could follow the
instructions here or adapt the activity to suit your class.
-- Following the activity, reflect on what worked well and what could be improved next time,
particularly focusing on the extent to which learners were able to recognise and express their
emotions.
2. Using your course book or other materials, choose a few activities that you may be using in your
classes in the next week or so.
-- Consider how you could adapt these activities to raise awareness of emotional development
strategies and to encourage your students to think about their own emotions.

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 Examples of Activities Developing
EMOTIONAL DEVELOPMENT
Ability: Identifying and understanding emotions
SECONDARY
PRIMARY Ability: Empathy and relationship skills
Collaborate Level 4, page 87, Behaviour: Discussing what makes them feel different
Power Up Level 4, page 65,
Behaviour: Showing remorse after wrongdoing, ISBN 9788490366028 emotions.
ISBN 9781108414661
especially when it has hurt or upset others.

VOCABULARY
5
Feelings Stay happy!
When Tomás came back he was surprised to find 1 Read the leaflet about happiness. Do you Adolescence can be an emotional rollercoaster.
that El Viejo wasn’t there. ‘Where is he?’ he said. recognise the feelings it describes? Sometimes you’re absolutely thrilled to be alive, then
suddenly you feel down for no reason. You often feel
‘Oh, he walked away down the hill,’ Valentín
2 Match the words in bold in the leaflet with insecure about who you are, and annoyed with every
answered. ‘I don’t know where he was going.’ 7.01
the words and phrases 1–13. Then listen, adult on the planet. You can feel ridiculous when you
Tomás started crying. ‘No!’ he said. ‘He can’t! El check and repeat. don’t know something all your friends seem to know,
Viejo! Come back!’ Before Valentín could stop him, and hurt that nobody seems to care about what you’re
Tomás ran back to the house shouting, ‘Mummy! 1 happy glad 8 quiet and calm feeling. Of course, people do care, which is why we’ve
Daddy! El Viejo has gone!’ 2 angry 9 in emotional pain created this exercise for developing positive emotions.
3 unhappy 10 extremely happy
When Valentín got home, he found his 4 very silly 11 finding something funny Part 1 For each word below (amused, etc.), think of an
brother sitting at the kitchen table. His mother 5 feeling thanks 12 positive about the future activity or situation that helps you feel that emotion.
and father looked at him in that special way, 6 not confident 13 pleased you have Part 2 Choose two positive emotions you want to
the one they used when they weren’t pleased achieved something
7 enthusiastic practise. Using your ideas, do something which will
with him. Valentín said, ‘I’m sorry, Tomás,’ increase those emotions every day for a week. We’ve
and then he asked his brother to go back to 3 Listen to the conversations. Complete the given you some examples.
7.02
the hill. ‘We’ll make another El Viejo,’ he sentences with a word from the leaflet.
I feel … This week I will …
said, ‘lots of them.’ ‘Can we?’ Tomás asked. 1 Sally feels absolutely … ask him to tell me
amused when my best friend
‘Can we, Valentín?’ And that was what the 2 The boy feels … tells me jokes. some every day.
brothers did for the rest of the day. They 3 Mark felt absolutely … hopeful when I make a wish. make three wishes
4 The girl feels really … about … .
fi lled the hillside with snowmen. Valentín
was happy that his brother was excited and 5 Monica is feeling a bit … peaceful when I walk on the …
beach.
he thought to himself, ‘Well, there’s always …
LEARN TO LEARN grateful when my brother
tomorrow – I’ll go snowboarding then.’ helps me with my homework.
Remembering adjectives
eager when I start a new art …
Writing a sentence about your personal experiences
project.
2 Role play a conversation with a partner. Imagine you are Tomás with new adjectives will help you remember them.
satisfied when I’ve tidied my …
and Valentín. room.
4 Do Part 1 in the Stay happy! leaflet. Write …
A You are Tomás. You’re very sad about El Viejo. You were very excited when you made a sentence for each adjective. glad when my friends are
him and you were very sad when you saw that El Viejo wasn’t there. Tell Valentín happy.
I feel amused when I watch comedy films.
how you feel.

I’m very sad, Valentín. I liked the snowman so much! 5  COLLABORATE Work in pairs. Read out your

sentences. Do you have similar or different ideas? Explore it!

B You are Valentín. You’re sorry that you made Tomás sad. You only wanted to go I feel satisfied Really? Well, I like art so Guess the correct answer.
snowboarding. Say sorry to Tomás, tell him what happened and talk about the new when I score a I feel really satisfied when
snowmen you can make together. goal in football. I’ve drawn a good picture. Complete the expression Laughter is the best …
a communication b exercise c medicine
I’m very sorry, Tomás. I didn’t want you to be sad. Let’s make Find out a fact about smiling and write
lots more snowmen. They’ll be bigger and better than El Viejo. 6  Use it! Now do Part 2 of the leaflet. Tell your a question for your partner to answer.
partner your plans. Do they think you will
really do them?
Social and emotional skill: Showing remorse 65
UN IT 7 | KE E P C A LM ! 87

12 13
 ADULT
Ability: Identifying and understanding emotions
Further Reading
Here are a number of books or articles that you could also look at:
Empower Level B2, page 123, Behaviour: Describes own emotions in an
ISBN 9781107468757 appropriate way for the workplace Arnold, J. (1999). Affect in Gregersen, T. MacIntyre, P.D. & emotional power of the imagination.
language learning. Cambridge: MacMillan, N. (2019). The emotional Studies in Second Language Learning
Cambridge University Press. rollercoaster of teaching abroad: and Teaching, 2(2), 193-213.
In search of silver linings in difficult
Arnold, J., & Murphey, T. (2013). Mayer, J. D., & Salovey, P. (1997).
times. In C. Gkonou, J.-M. Dewaele,
UNIT 10 Meaningful action: Earl Stevick’s
& J. King (Eds.), Language teaching:
What is emotional intelligence? In P.
influence on language teaching. Salovey, & D. J. Sluyter (Eds.), Emotional
An emotional rollercoaster.
Cambridge: Cambridge University Press. development and emotional intelligence:
Bristol: Multilingual Matters.
4 USEFUL LANGUAGE 5 CONVERSATION SKILLS Educational implications (pp. 3-31).
Dörnyei, Z., & Murphey, T. (2003). Group
Describing how you felt Interrupting and announcing news dynamics in the language classroom.
Jaeger, A. J. (2003). Job competencies
Petrides, K. V., Frederickson, N., &
and the curriculum: An inquiry into
a Complete what Tessa says with the words in a Watch or listen to Part 3 again. Complete Cambridge: Cambridge University Press. Furnham, A. (2004). The role of trait
3.66 3.65 emotional intelligence in graduate
the box. Then listen and check. the remarks. emotional intelligence in academic
Dörnyei, Z., & Ryan, S. (2015). The professional education. Research in
performance and deviant behavior
1 Hold . psychology of the language learner Higher Education, 44(6), 615-639.
get believe can’t surprised so over couldn’t 2 There’s something we have to celebrate. at school. Personality and Individual
revisited. New York, NY: Routledge.
3 Hang a minute. Jordan, D. & Le Metais, J. (2000). Differences, 36(2), 277-293.
I it. I was . First prize! I still
4 I know you won’t this … Fredrickson, B. L. (2001). The role Developing emotional intelligence in
it. Reeve, J. (2018). Understanding
5 Just a . of positive emotions in positive the classroom. Issue 24. NZCER and
6 One more . motivation and emotion (7th
b Discuss the questions. psychology: The broaden and build ACER. https://www.wtc.ie/images/
ed.). Hoboken, New Jersey:
theory of positive emotions. American pdf/Emotional_Intelligence/eq4.pdf
1 How does Tessa say she felt? b Which remarks … ? John Wiley & Sons, Inc.
a) happy b) disappointed c) surprised Psychologist, 56(3), 218-226.
1 are ways to stop people ending a conversation Lopes, P.N., Salovey, P., & Straus,
2 Which word has the main stress in each sentence? Seigel, D., & Hartzell, M. (2014). Parenting
2 are ways to show you are about to say something Fredrickson, B. L. (2006). The R. (2003). Emotional intelligence,
Practise saying the sentences. from the inside out: How a deeper self-
important broaden-and-build theory of positive personality, and the perceived quality
understand can help you raise children
c Here are some more ways to describe how you felt. emotions. In M. Csikszentmihalyi of social relationships. Personality and
c Answer these questions. Individual Differences, 35(3), 641 – 658.
who thrive. Melbourne; London: Scribe
1 I wasn’t expecting it. 3 I was really pleased. & I. S. Csikszentmihalyi (Eds.), A
1 At the end of each remark, does the voice … ?
2 It was quite a blow. 4 I was expecting it. life worth living: Contributions to Serrat, O. (2017). Knowledge
a stay high MacIntyre, P. D. & Gregersen, T. (2013).
positive psychology (pp. 85-103). solutions: Tools, methods, and
Which mean … ? b go down Emotions that facilitate langauge
New York: Oxford University Press. approaches to drive organizational
• I was surprised. • I was happy. 2 Does this show the other person … ? learning: The positive-broadening
• I wasn’t surprised. • I was shocked or disappointed. a that you’ve finished speaking performance. Singapore: Springer.
b that you haven’t finished speaking
d Choose one of the situations below. Make notes to
describe how you felt and why, but don’t mention d Practise saying the remarks.
what happened! Use expressions in 4a and 4c.
1 Your boss called you into his office and said that you
were fired.
2 You have won £10,000 on the lottery.
6 SPEAKING
3 You didn’t prepare for the exam and you failed it. a Work in groups of four (A, B, C and D). You’re in a
4 Your best friend told you he/she is getting married. restaurant. You each have an important piece of news
5 Someone stole your wallet. to tell your group.
6 You were promoted.
Student A: You’ve just been offered a new job.
e Read out your sentences. Can other students Student B: You’ve won a free trip to Paris for two weeks.
guess the situation? Student C: You’re getting married.
Student D: You’ve won a prize in a poetry competition.
I really wasn’t expecting it.
Work alone and decide:
I was so surprised • what details you will give
because I only bought • which expressions you will use in 4a, 4c and 5a.
one ticket.
b Have a conversation. Take it in turns to
I still can’t believe it.
announce your news. Then continue talking until the
next person interrupts.

Unit Progress Test

CHECK YOUR PROGRESS

You can now do the Unit Progress Test.

Laura and Olivia,

Language Research Team,
123 Cambridge University Press

14
You can find information about the other
competencies in the Cambridge Life
Competencies Framework at
cambridge.org/clcf

✓ Collaboration
✓ Communication
✓ Creative Thinking
✓ Critical Thinking
✓ Emotional Development
✓ Learning to Learn
✓ Social Responsibilities

© Cambridge University Press 2019