range of ways • • luxury • need bedroom which would fit in each column. How do we make the distinction between the 3 categories? Emphasise personal and family values and lifestyle choices. 4 To know how to plan and budget • I understand the reasons for and the importance of a financial plan to save money for a specific purpose • plan • budget • save • spend • pocket money • purchases • regular • occasional • afford • wants • desires • needs • luxury • As a whole class, create a character of the same age as the children and make a class list of what the character could spend money on, how much these items cost and whether they are regular or occasional purchases/luxury items. Add up total cost of items and give character a pocket money amount that is less than this. What can the character do if they don’t have enough money? • Group work: imagine the character wants to buy an expensive luxury item eg. MP3 player that costs £40. Write a financial plan for the character – how they can save money over the weeks to get the item.? How can they earn extra money? • Groups present plan to class and discuss its advantage and disadvantages. 5 To understand what a charity does • I can tell you the names of several charities and what they do • charity • poor • poverty • vulnerable • fortunate • homeless • shelter • hungry • starving • giving • generosity • Thought shower: recap on how our families spend and use money – mortgage, food, travel. Does everyone have this money? In the UK? In other countries? What happens if you don’t have money? How do you feel towards people less fortunate than ourselves? • Discuss the work of a well-known charity eg. Age Concern, CAFOD. What does it do? How does it help people in other countries? What might poverty mean in a poorer country? • Group work: look in local and national papers and magazines for adverts for charities. Write a list of their names and what they do. 6 To set a simple goal: fund-raising for charity • I can make a simple financial plan • • event • local charity • Decide on a local charity to raise money for (could be whole school event) and how. • Group work: come up with ideas to raise money and write a plan. Present plan to class.
are all connected • I can appreciate the need for tolerance and respect for people’s differences connection • tolerance • respect • helping • together • • Consider how we connect via the Internet & phones etc. wool around the circle or class to show how we are all interconnected and to illustrate similarities and differences. • Create a class collage called ‘the human race’ to illustrate and celebrate the richness of diversity. Use pictures and images from magazines and newspapers – faces, foods, buildings. • Invite representatives in from different local restaurants to talk about the food (and other customs) of their country of origin • SEAL Getting on and falling out, Yellow booklet p6 • Survey use of online communication tools using tools in learning platform / environment 3 To understand how to work cooperatively • I can take on a role in a group and contribute to the overall outcome • group • cooperation • role • listening • sharing • review • team work • Group work: cooperation jigsaws. Make up five sets of puzzles for five groups. Aim is to complete puzzles as quickly as possible, in silence and without asking for pieces. • Review how they felt about this activity in the group and as a whole class using ‘working together self-review checklist’. • List key attributes of effective group work. • SEAL Getting on and falling out, Yellow booklet p6, • SEAL whole school resources – Working together self 4 To recognise and challenge prejudice • I know what prejudice is and have strategies to deal with it • prejudice • racism • sexism • teasing • bullying • aggression • unkind • hurtful • excluded • victim • aggressor • Divide class into groups of 3. Ask two of the children to talk together in pairs in whispers, taking turns to be the one who is excluded by the other two. Discuss in groups how it felt to be excluded. Repeat activity with pairs teasing the other about an imaginary difference. • Class discussion: make a list of feelings words to describe how they felt as ‘victim’. Why does teasing happen? Why is it morally wrong to make fun of someone because of race, religion, gender, disability etc. • Pairs discussion: what would you do if someone made fun of your family? Discuss strategies to combat prejudice eg. assertive language ‘I don’t like that!’ or telling an adult
5 To explore gender stereotypes • I can challenge assumptions about gender • • gender • race • assumption • expectation • categories • Recap on meaning of ‘stereotype’ from previous unit. • Group work: give children a list of jobs or roles people do in the community eg. nurse, doctor, soldier, drug taker, teacher, bus driver, judge, ballet dancer. Ask them to discuss each one in terms of whether they think it is a male or female role. Ask for reasons. • Agree/disagree activity: place signs on the floor or wall – agree, disagree, not sure. Ask children to stand by the sign that represents their answer eg. women are better at caring for babies than men, boys shouldn’t cry, men are stronger than women, boys are funnier than girls, men should earn the money and women stay at home etc. • Ask for reasons why they have placed themselves in which position. Ask them to persuade someone else to change their mind with a reasoned argument. • (link back to Unit Who Likes Chocolate, session 6 – ‘Recognising and challenging stereotypes’) 6 To identify different jobs and careers in society • I can tell you the range of jobs carried out in society • I can recognise the important contribution all jobs make to society • jobs • work • employed • • satisfaction • motivation • training • contribution • teamwork • skills • Thought shower the range of jobs that people do. • Group work: give each group a list of settings eg. school, supermarket, hospital, theatre, restaurant, leisure centre and ask them to draw or list at least four people who have different jobs within that setting. • Feedback and discussion: what are the most important jobs? Which job would they like to do? Which job would you least like to do? What sort of skills might be needed for various jobs? How do people develop these skills? • Possibly invite someone from the local community or a careers officer to come in and talk about skills needed within a particular setting.
Year 4 – Term 6: Growing Up Week Learning Objective Success Criteria Key Vocabulary Suggested Activities Resources, Links and Assessment 1 To explore the human life cycle • Describe the main stages of the human life cycle • Describe the body changes that happen when a child grows up Key vocabulary for weeks 1 - 3 Lifecycle Reproduction Physical Emotions Feelings Puberty What is a lifecycle? I.e. the stages of life, including reproduction that a living thing goes through. Use the lifecycle pictures and word cards. Draw and Write Lifecycles: Explain to the class that they are going to do a draw and write activity showing two parts of the lifecycle. Using the Babies and Children worksheet, first ask the class to draw a baby and then write about what it can do. Secondly ask them to draw what they themselves look like now and describe how they’ve changed since they were a baby Closing round: ‘one change that happens as we grow up is…’ • Christopher Winter Project, Teaching SRE with Confidence Yr 4 Lesson 1 • SEAL Changes, Yellow booklet, p7-8 2 To identify some basic • Know that
facts about puberty, reproduction and pregnancy during puberty the body changes from a child into a young adult • Understand why the body changes during puberty • Identify some basic facts about pregnancy • Define puberty • Having babies – do you know anyone who has had a baby…giving birth, fostering, adoption, family discussion. • Individually complete the ‘our bodies’ worksheet • Christopher Winter Project, Teaching SRE with Confidence Yr 4 Lesson 2 3 To learn about the physical changes during puberty Know about the physical and emotional changes that happen in puberty Know that each person experiences puberty differently • Recap on the human lifecycle and clarify the science word for this time of change (puberty). Remind the class that puberty can happen any time between age 8 and 16. • In pairs give out the body changes worksheet • Puberty discussion, go round: ‘one good thing about getting older is…’ (this will be further clarified in the next lesson). • Christopher Winter Project, Teaching SRE with Confidence Yr 4 Lesson 3 4 To share my wishes, hopes and dreams • I can name one way in which I would like to change in the future • wishes • hopes • dreams • future • plan • ambition • physical • practical • personality • lifestyle • Recap on previous session about the life cycle. • Individual task: draw or write four wishes, hopes or dreams for the future. Divide a piece of paper into 4 columns with headings – a physical change, a practical achievement, a personality trait (the kind of person they would like to be) and a change in lifestyle. Discuss and share examples before writing. Pairs work: share what you are looking forward to about growing up. 5 To embrace positive change • I know that change can be good • variety • freshness • challenge • Play a single note on a musical instrument repeatedly until the children show signs of boredom and restlessness. Show the children a sheet of paper with only one colour. Ask them to • SEAL Changes, Yellow booklet, p6, p11
• opportunity • boredom hop or repeat another movement monotonously. Ask them what would it be like to live in a world without change? Why might change be sometimes good? • Group work: Positive changes worksheet. Each group take one of the changes and discuss as many positive aspects as possible. 6 To recognise and deal with unwelcome change • I understand some of the reasons why change can feel uncomfort-able and know some coping strategies • scared • anxious • worried • fearful • resentment • nervous • shock • belonging • accepted • rejected • Play the belonging game and discuss afterwards • Agree/disagree statements: ask children to move along an imaginary line in response to questions about how they think they might feel in certain situations eg. having to go to a different school, moving home etc. Ask for reasons for responses and for as many feelings words as possible. • Discuss links between anger and fear/ embarrassment/hurt. Why is change sometimes scary and uncomfortable? Refer back to the need for belonging as shown in the belonging game. • Individual work: pupils draw pictures of themselves in all the groups they belong to (family, school, street, clubs etc.) SEAL Changes, Yellow booklet, p13-15