• fair • respect are needed– for the playground, the dining hall, in assembly, etc.? • Alternative activity might be school or class tree New beginnings, p6&10 • QCA Citizenship, Unit 1, Taking part – Section 4 : 2 To understand the meaning of gifts and talents • I can tell you one special thing about me • I know that I am valued at school for my gifts and talents • Gifts • talents • strengths • skills • unique • special • valued • Refer back to the assembly story of the new world. Read story on p6. Gifts and talents matching activity. • Group work: Gifts and talents challenge. Find out about each other’s strengths and skills, create a name and logo for group and present to the rest of the class. • SEAL New beginnings, Yellow book p6-7, p18 3 To explore feelings • I know how it feels to do or start something new, and some ways to cope with these feelings • Happy • sad • scared • excited • curious • nervous • anxious • calm • Read story Sami’s new beginning. Thought shower how Sami might have felt, write words on separate pieces of A4 paper and distribute randomly. Re-read story and ask children to hold up their feeling word when Sami might have felt that way. • Investigating intensity of feelings: SEAL from the ‘scared’ family e.g. scared, anxious, nervous etc. When did you feel like this? Discuss calming down strategies. • SEAL New beginnings, Yellow book, p10-11 • SEAL whole school resources – Calming down strategies 4 To work cooperatively in a group • I can work well in a group • I know how to support other people • Group • roles • listen • cooperate • welcome • challenge • Thought shower; how can we welcome someone new into our class? Recap on Sami’s story from previous session. • Group work: Welcome pack challenge. Make a welcome pack for children new to the school. Focus on group work skills. Present work to rest of class. • Group work evaluation using Working together self-review checklist • SEAL New beginnings, Yellow book, p26, p35 • SEAL whole school resources – Working together self-review checklist cards, cards
4 To develop strategies to prevent bullying (National Anti-bullying Week) • I can tell you what bullying is • I know what a witness is • I know what to do if bullying is going on • bullying • witness • audience • peer pressure • Whole school assembly – link to theme of National Anti-bullying Week • School awards for being a good friend, being kind to someone, refusing to join in with unkind behaviour • Pre-assembly work: what is bullying? Key messages: bullying is wrong; bullying is on-going (doesn’t just happen once), is deliberate (not an accident), is unfair (the bully is more powerful or stronger) • SEAL Say no to bullying, Yellow booklet 5 To know what to do in an emergency • I know that fire can be dangerous • I know what to do in an emergency • hazard • safety • danger • fire • matches • alarms • fireworks • • drill • Invite a fire officer into school (or visit a local fire station) to talk about ways of keeping safe in the 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. (as Yr 1&2) • Local fire station www.missdorothy.com Fire Service lesson 2 : 6 To know how to keep safe on the internet • I know the dangers of the internet • I know I must not give out my personal detail • internet • email • safe • protection • risk • supervision • Thought shower: what are all the things you can you do on the internet? Make a list of benefits and risks. • Thought shower: strategies for safe computer use? • Group work: make a Safe Internet poster • View Lee & Kim Video Animal Magic Adventure & / or Dongle the Rabbit www.missdorothy.com Lesson 14 www.thinkuknow.co.uk E-Safety and Cyber bullying training contact EEC 020 8578 6154 Assessment: End of key
Year 3 – Term 3: Living Long, Living Strong Week Learning Objective Success Criteria Key Vocabulary Suggested Activities Resources, Links and Assessment 1 To explore the differences between males and females and to name the body parts • Know some differences & similarities between males and females • Name male and female body parts using agreed words • Similar • Different • Male • Female • Body parts Display clothed baby pictures. Ask them to discuss whether they can tell from looking at this picture whether the baby is male or female? Can they explain how they know this? Establish that you cannot always tell the sex of a baby by looking at it with its clothes on. Ensure the class understands that it is the private parts of a baby which confirm whether it is male or female. Explain the meaning of the word private. Accept any words the children use for the private parts and ask if they know the science words. Explain that you will be using agreed science words in these lessons. • Body parts activity • Christopher Winter Project, Teaching SRE with Confidence Yr 3 Lesson 1 • Living and Growing DVD Unit 1 programme 1 London Scheme of Work for SRE (See resources page) 2 To consider touch and to know that a person has the right to say what they like and dislike • identify different types of touch that people like and do not like • understand personal space • talk about ways of dealing with unwanted touch • Comfortable • Uncomfortable • Body parts • Like • Dislike • Touch • Hug • Kiss • In pairs, ask the children to think of as many different types of touch as possible e.g. push, hug, scratch and kiss. Ask the children which touches they like and do not like. Ask whether it makes a difference that is touching them and why? Emphasise that everyone is different, and it is important to know what each of them likes or dislikes. Everyone has the right to say what is ok and what is not ok. • Personal space activity • Problem page activity • Christopher Winter Project, Teaching SRE with Confidence Yr 3 Lesson 2 3 To explore different types of families and who to go to for help • understand that all families • Family • Fostering • Ask the class questions about families, considering some of the following: What makes a • Christopher Winter Project, Teaching SRE
and support are different and have different family members • identify who to go to for help and support • Adoption • Relationship • Stereotypes • Gender roles family? Do families always live together? Are people always born into families? Do people always live with parents or other relatives? Are people in families always married? Do old and young people in families live together? Where do family members live? Make a list on the board of different kinds of family. • Display family pictures • Who can I talk to worksheet • Recap and review with Confidence Yr 3 Lesson 3 • And Tango Makes Three, Richardson & Parnell • Space Girl Pukes, K.Watson 4 To understand what helps to make people feel happy • I understand why rest and relaxation is an important part of being healthy • I can relax when I want to • relaxation • leisure • hobbies • happy • stress • worries • Whole class activity: recap on ways of keeping healthy (keeping fit, healthy eating). Introduce idea of relaxing and leisure time and ask for examples. • Make a collage of ways of relaxing after school, at weekend and in the holidays • Visualisation: imagine your special place • Extension activity: draw a picture/symbol on a piece of card to remind them of their special place, to be used as a reminder to relax if feeling worried, upset or angry. • QCA PSHE, Unit 3, Making choices for a healthy life, Unit 2 (Balance work and leisure) • SEAL Yellow booklet, Good to be me, p11 5 To know how to keep healthy • I can make positive choices to support a healthy lifestyle • healthy • lifestyle • positive • choices • food • exercise • sleep • relaxation • pressure • persuasion • Thought shower all the ways in which we keep healthy and happy (good food, exercise, sleep, relaxation, feeling happy) • Whole class activity: role play around choices. Imagine you are a TV advertiser or a business person and you are trying to persuade people to buy or do something which they know is unhealthy (e.g. buy new sort of sweets, stay up late and watch more TV). What kind of arguments would you use? How would your audience resist the pressure? • How do you feel when you make the right • QCA PSHE, Unit 6, Eating healthily, being active - Section 1 Staying Healthy • QCA PSHE, Unit 6, Eating healthily, being active - Section 3 Keeping Fit
choices? 6 To understand what helps us to overcome barriers to reaching goals • I can identify ways to overcome barriers to achieving my goals • barriers • obstacles • excuses • responsibility • Whole class activity: making excuses. Divide into two columns on flip chart – barriers I can change and barriers I can’t change. • Pairs work: children come up with excuses or reasons for not making healthy choices (e.g. I’m no good at sport, I’m too busy to do a sport, we haven’t got a garden, I don’t like vegetables etc.). Sort into barriers I can and can’t change. Discuss and explore each excuse. • Individual round: one goal I’m going to achieve in order to be healthy is … • Extension activity: work out and write/draw the small steps I will need to take in order to reach that goal. • SEAL Yellow booklet, Going for goals, p19 Year 3 – Term 4: Daring to be Different Week Learning Objective Success Criteria Key Vocabulary Suggested Activities Resources, Links and Assessment 1 To recognise similarities and differences • I know that there are similarities and differences between everyone • similarities • differences • individuality • identity • Circle Time: “I am individual because …” • Activity: draw a badge, shield or coat of arms to illustrate their identity • Fingerprint pictures • QCA Citizenship, Unit 5, Living in a diverse world – Section 1 2 To know how to feel good about yourself in difficult situations • I can tell you the things I am • good • difficulties • Changing places game: There’s a chair to my right … • SEAL Good to be me, Good to be me
good at • I can recognise when I find something difficult and do something about it • interview • Pairs work: prepare a ‘Good to be me’ interview. Thought shower questions as a whole class first e.g. what things have you done recently that you are proud of? p22 3 To know what a surprised feeling looks/feels like • I can tell you what feeling surprised is like • I know that different people have different feelings about surprises • surprised • hopeful • worried • anxious • excited • relax • routine • Warm-up: place a ‘present’ in the centre of the circle. Individual round: “I would like there to be … in my present” • Look at and discuss the photo-card ‘surprised’ from the whole school resources. Thought shower other words for ‘surprised’. • Pairs work: ask children to discuss how they might feel in certain situations (write situations on board). • Feedback few example to circle. Ask for actions/behaviours that might go with the feelings. • Pass the present around the circle, saying: “I would give … to … • SEAL Good to be me, Yellow booklet p6-7, p13 • SEAL whole school resources 4 To be able to recognise hopeful and disappointed feelings • I can explain what hopeful and disappointed mean • hopeful • disappointed • hopeless • Use photo-cards ‘hopeful’ and ‘disappointed’ from whole school resources and explore how characters might be feeling. Use Feelings detective poster to explore vocabulary further. • Read story ‘Hopeful’ and discuss • Group work: Hopeful and hopeless challenge - make a poster turning hopeless into hopeful thoughts • SEAL photo-cards • Feelings detective poster • SEAL Good to be me, Yellow booklet p23 and 28-30 5 To be able to hide or show my feelings • I can choose when to show my feelings and when to hide them • hiding • protection • fear • hurt • choices • Thought shower: when might we want to hide our feelings? Use resource sheet. • Group work: devise a role-play to present to others situations where children might or might not choose to hide their feelings e.g. when you are • SEAL Good to be me, Yellow booklet p23 and p31
2 To understand what taking responsibility means • I can tell when something is my fault and when something is not • I can make amends if I have done something wrong • fault • guilty • responsibility • shame • ashamed • regret • remorse • amends • Use the Three pictures resource sheets to discuss the idea of feeling guilty and why. • Thought shower: does guilt have a purpose? Could it alert us to the fact that there is a problem we may need to solve? • Pairs work: sort out scenarios on Taking responsibility resource sheet into two piles – one where you would expect the person to feel guilty and one where the person is not responsible and therefore should not feel guilty • Group work: look at pictures 2 and 3 again from the Three pictures resource sheet. How can the characters make amends? Role play solutions. • SEAL Relationships, Blue booklet, p6-9, p12-15, p19 3 To know how to make wise choices • I can take responsibility for what I choose to do • I know when I will feel guilty and use this when I make a choice • conscience • choice • right • wrong • Listen to the interactive story of Jack’s choice. Introduce the notion of ‘conscience’. In groups, give a name to your conscience. • Conscience alley drama work: half the class have to try and persuade a child to make an unwise choice (e.g. staying up to watch TV late at night) while the other half try to persuade them to do the right thing. • Extension activity: read the story of Pinocchio • SEAL Relationships, Blue booklet, p9-10 • SEAL whole school resources 4 To appreciate the feeling of loss • I know how most people feel when they lose something or someone they love • loss • illness • death • sad • upset • funeral • proud • goodbye • remember • Read the story Lynford from the resource sheets. NB. Check children have experience of pets and know what they are. • Pairs work: discuss the story in general. Ask the children how the child in the story might have felt. Use the Emotional barometer if appropriate. Explore what they know about death by asking facilitative questions (e.g. on p21). • Group work: Lyford challenge – making a special send-off for Lynford. • SEAL Relationships, Blue booklet, p20-21 • SEAL whole school resources 5 To recognise some ways
we can deal with worries • I can tell you the things that hurt my feelings • I can understand how I might hurt others • teasing • • unkind • hurtful • healing • feelings • Thought shower: what’s the difference between physical hurt and hurt feelings? Ask children if the ‘sticks and stones’ expression is true? • Pairs work: give children two blank cards to write one hurtful thing and one healing thing. Take in and shuffle up, then hand out randomly. Ask the children to line up with the most hurtful cards one end and the most healing cards the other end. Fold the line in on itself so the most hurtful are opposite the most healing. Starting with the least hurtful read out words and put the hurtful ones in the bin. • 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, p20-21 6 To know ways of supporting 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. Year 3 – Term 6: Joining in and Joining up Week Learning Objective Success Criteria Key Vocabulary Suggested Activities Resources, Links and Assessment 1 To be aware of a range of jobs at home and in schools • I can identify jobs I do at home and in school • jobs • work • responsibility • Thought shower: what jobs do you do at home, in class and around the school? Why do these jobs have to be done? • Group work: give children a range of • QCA Unit 4: People who help us – Section 1
• I can talk about some of the jobs people do • duties • tasks • skills • monitors • helping pictures illustrating people at work e.g. bus driver, nurses, cook, secretary etc. List the duties involved and skills needed. Make word cards to go alongside each picture. • Individual activity: which jobs would you like to do when you’re older? Draw a picture of yourself doing one of those jobs. 2 To understand the role of the local council • I understand how people are represented in school and the local community • represent • school council • local government • councillor • voting • election • Ask the children if they know how we are represented in local government? Explain ‘represent’ by referring to the school council. What sort of job does a councillor do? What is the role of the mayor? If possible, find pictures or photographs of local representatives. • Group work: make a list of the services a local council provides and the things a local councillor does. • Visit to/from a local councillor • QCA Unit 10: Local democracy for young citizens – Section 2 3 To understand the process of voting and debating • I understand what debating and voting is • I can express my views in a debate • vote • debate • election • democracy • Thought shower: what is debating and voting? Where does this happen? Choose a suitable topic to debate e.g. ‘anything boys can do, girls can do better’. Divide class into small groups of 3 or 4 so that half the class is for the motion and half against. • Group work: pupils discuss and write down arguments for and against, elect someone to be the speaker for their group. • Each group has a turn in presenting their side of the debate. Then the class votes. • www.discoveryourvoice.co.uk 4 To recognise that individuals can influence what happens in the school and the community • I can be an active member of my school community • action plan • community • Discuss an issue in school or the local community that concerns them e.g. ‘there should be more litter bins outside the school gates on the street’. Thought shower an • QCA Unit 6 Developing our school grounds – Section 1
• roles • campaign • pressure • influence action plan e.g. research the number of bins already and the amount of litter, take to the school council, find out addresses to write to in the local council, what they would like to happen etc. • Group tasks: putting the action plan in place. Pupils elect themselves for roles e.g. observing the area, devising a questionnaire going to the school council, researching the local council, writing a letter to the council. 5 To learn about voluntary, community and pressure groups • I understand that people can give up their own time to help others • voluntary • community • pressure groups • help • support • Compile a range of information sources about local and community issue e.g. newspaper articles, leaflets. • Invite in an organisation e.g. Neighbourhood Watch, Crime stoppers to talk about their work and how children can participate • QCA Unit 4: People who help us – Section 5 6 To be able to work as a group to set goals and work on a project to raise money • I can work as part of a group and contribute to a project that supports the local community • project • • charity • Research charities in the local area and decide on one to raise funds for • Group work: devise an action plan – devising ways of raising money, how to promote event, how to get support from others • Evaluate and celebrate the fund-raising event after it has taken place