dangerous • I know what to do in an emergency • danger • fire • matches • alarms • fireworks • emergency • drill home, fire dangers, safety on Bonfire Night etc. • Make a poster: don’t play with matches/fireworks • Role-play: what to do in an emergency in school – fire procedures and what to do at home – calling 999. 6 To know how to cross the road safely • I can work and play safely at all times • I know the Green Cross Code • road • safety • dangerous • play • park • emergency • Thought shower: where and how to play safely. Learn the Green Cross Code. • Role play: crossing the road safely and unsafely • Make a poster on road safety • Local visitors - Community Road Safety Officer, School Crossing Patrol Topsy and Tim Go Safely, Jean Adamson, Ladybird Missdorothy.com – Crossing Safely School Travel Plan Team: resources Year 1 – Term 3: Living Long, Living Strong Week Learning Objective Success Criteria Key Vocabulary Suggested Activities Resources, Links and Assessment 1 To understand some basic hygiene principles • I know how to keep clean and look after myself • Washing • Brushing teeth • Get dressed • Clean REVISIT CLASS GROUND RULES FOR EACH LESSON • In small groups at tables, give each group a ‘Keeping Clean’ picture. Ask the groups to discuss what the object in the picture is, how it helps people to keep clean, when it is used and would they need help to use it? • Poster assessment activity Christopher Winter Project, Teaching SRE with Confidence Yr 1 Lesson 1 London Scheme of Work for SRE (See resources page) 2 To introduce the concept of growing and changing • I know how people grow and • Boy • Girl • Take the 2 pictures of newborn babies out of the bag and tell the story from the lesson plan. How can you tell which is the girl and which is the Christopher Winter Project, Teaching SRE with Confidence Yr 1
goal • I can choose a realistic goal • I can break a goal down into small steps • goal • achieve • steps • wishes • hopes • dreams • persistence • frustrated • bored completion: “when I grow up I want to be …” • Whole class activity: the miracle learner. Ask the children individually to think of a simple goal they would like to achieve to help them become healthier e.g. eat more fruit, being able to run faster, keep skipping for longer etc. • Pairs work: share your goals and help each other come up with at least two steps to achieve it. How do you keep going towards a goal without giving up? How can we help each other keep going? • Whole class activity: devise evaluation questions for the end of the plan. Extension activity: Devise a plan to learn something new, at home or school • SEAL Going for goals, Family activities 1&2 • SEAL Going for goals, Blue book, Yr 1, p6-7 and Yr 2, p16 • SEAL Going for goals, Family activities 3& Year 1 – Term 4: Daring to be Different Week Learning Objective Success Criteria Key Vocabulary Suggested Activities Resources, Links and Assessment 1 To know our likes and dislikes • I know that we all like and dislike different things • I can recognise and respect each other’s differences • likes • dislikes • similarities • differences • unique • Whole class activity: pass the magic mirror. Hold a mirror up to each child’s face so they see their reflection. Ask them what is so special in the mirror? Introduce idea of being unique but also having things in common with others. • Pairs work: find two things you and your partner both like e.g. “I like football and so does Abdul” • Whole class activity: create a class chart of hobbies • QCA Citizenship, Unit 5, Living in a diverse world – Section 1 2 To recognise when someone is feeling proud • I can help another person feel proud • • • proud • Thought shower meaning and examples of ‘boost-ups’ and ‘put downs’ • Read story: ‘Proud’ • Group work: make up and role-play a situation where someone uses put-downs about someone’s • SEAL photo-card ‘proud’ • SEAL Good to be me, Blue booklet p6 and p10-11
Year 1 – Term 5: Dear Diary Week Learning Objective Success Criteria Key Vocabulary Suggested Activities Resources, Links and Assessment 1 To know who to ask for help • I can recognise those people in the community who help us • I can recognise times when I have needed help • police • teachers • fire officers • nurses • doctors • uniform • Show children pictures from books, magazines, posters, internet of people in the community, people at work and roles people play in helping us inc. school staff. • Thought shower: what is the role of these key individuals? What would happen if those people were not there? Do they wear special clothes or uniform? Why? What ways do they help us? • Group work: list people they know who wear uniforms. Draw pictures of people in uniforms. • Extension activity: invite a member of the local community into school to talk about their job. • QCA Citizenship, Unit 4 – People who help us, Section 1&2 • Local community safety officer/police station 2 To recognise when we feel loved and cared for • I can tell when I feel cared for • I can tell when I love or care for someone • love • care • close • happy • secure • safe • Recap on assembly story to introduce the idea of some people who are important to us and why. Use SEAL photo-cards to illustrate love, friendship, care. • Individual task: draw someone who is close or important to them. NB. Be sensitive to the range of children’s family or living circumstances • SEAL Relationships, Blue booklet, p5 • SEAL whole school resources 3 To understand what proud and jealous emotions feel like • I can tell when I am proud or jealous • jealous • proud • hurt • lonely • uncomfortable • feelings • emotions • Use the whole school photo-cards ‘jealous’ and ‘proud’ • Read story Amy’s bad day. How was Amy feeling? Use Emotional barometer to indicate whether feeling proud or jealous in response to scenarios. • Pairs work: use How would I feel .. resource sheet for discussion. • SEAL Relationships, Blue booklet, p5-7, p14 • SEAL whole school resources
4 To understand how our thoughts, feelings and behaviour are linked • I can deal with my own hurt feelings without hurting others • hurt • unkind • lonely • better • Read story on p8 about Pam. Use line of dominoes, knocking one over at a time to illustrate how feelings can get out of hand and affect our behaviour. • Thought shower; what should you do in the following situations (p9). Use poster Feelings, thoughts and behaviour. Write ideas on board. • Re-read story of Pam. Ask children to put up their hands to stop you with an idea as you go through. • Extension activity: make a feelings display • SEAL Relationships, Blue booklet, p8-9 • SEAL whole school resources 5 To know some ways we can deal with worries • I can talk about my feelings • I can talk about ways to deal with my worries • lonely • alone • belong • accept • like • include • exclude • Use photo-cards ‘lonely’ and ‘included’ to explore feeling of loneliness, belonging and acceptance. • Group work: Feeling Lonely challenge. Extend ideas to include feeling sad, hurt etc. • Extension activity: Dear Diary. Write to the problem page of a magazine. Imagine and write the editor’s reply. (Could be used as the basis for the following session.) • SEAL Relationships, Blue booklet, p18, 24 • SEAL whole school resources 6 To be able to support each other • I can help others feel better if they have a worry • help • support • worry • problem • Allow an extra session for open discussion of any of the issues from the previous sessions in the unit. Use a structured discussion format e.g. Circle Time to allow children time to raise any worries they have and share support strategies. • Undertake draw and write assessment activity. Year 1 – Term 6: Joining in and Joining up Week Learning Objective Success Criteria Key Suggested Activities Resources, Links and