I know and can use strategies to manage my feelings I can apply my learning about feelings to everyday situations I know that feelings are not ‘good’ or ‘bad’ but they can lead to good or bad behaviour I know that everyone has the right to feel the way that they do I understand that everyone has the right to share as much or as little as they want to I know that feelings affect the way that others behave I can help others to manage their feelings in an appropriate way I can set appropriate goals for myself Discuss/write in journals their own thoughts and feelings about P7 – what are they looking forward to, dreading, excited about..... VCOP activities feelings Discuss playground scenarios and classroom behaviour and explicitly link this to feelings – identify feelings Explore strategies that help us deal with feelings Make wall display showing coping strategies, encourage use of these when challenging situations arise Encourage pupils to support one another in difficult situations. Teacher model language and support mechanisms In ‘monitor training’ encourage use of strategies with younger children. Discuss goals for P7 and decide a way to share these with parents.
Mini Theme: New Life During we will cover another mini theme across the school to develop the children’s resilience. The aim is to look at change as a natural part of life, to understand that change can be a positive experience and to develop coping strategies for dealing with change. The following themes from the resilience overview will be addressed. Learning Intentions L.I. 1: To understand what living means L.I. 4: To understand that death is part of the life cycle L.I. 12: To understand that change and loss are a natural part of life L.I. 13: To develop learners’ vocabulary about change and loss L.I. 14: To understand we can learn ways of managing feelings L.I. 16: To understand the importance of expressing feelings as part of moving on (healing) L.I. 17: To understand that memories are important in relation to loss and change L.I. 19: To understand that I can look forward to the future (Please remember we are talking about all feelings, not just the uncomfortable ones) The experiences and outcomes listed for your stage (in bold overleaf) must be covered. Many are from HWB but there are also cross curricular links for some classes. You can the learning intentions in any way you choose, some activities are suggested for each level as a starting point. Nursery Learning Intention To understand that illness and death are part of the life cycle (L.I. 4) To understand that change and loss are a natural part of life (L.I. 12) To understand that memories are important in relation to loss and change (L.I. 17) Experiences and Outcomes I have observed living things in the environment over time and am becoming aware of how they depend on each other. SCN 0 – 01a Success Criteria I can describe the life cycle of a butterfly Suggested activities Use a butterfly farm to lifecycle of the butterfly Talk about what will happen to the butterfly, eventually Resources Butterfly farm Butterfly books Experiences and Outcomes
I can talk about changes in my own life I can describe my feelings change I can use my memory I know and can use some things that help me to remember I can explain that memories are linked to feelings I can talk a time I have been upset I can talk about what helped me to feel better I can talk about what I should do if I felt that way again Talk about past experience e.g. coming into P1, moving house etc. Describe how worries or expectations matched up to reality Describe what helped with feelings Children suggest ways to help nursery children about to make transition (3rd term) Children support nursery pupils through transition programme (3rd term) Play memory e.g. pelmanism, Kim’s Game and discuss how to remember. Use the Learning Journey processes to talk about how photos and drawings remind us of being in nursery. Talk about remembering: I remember ... People/ events When I remember _________, I feel ________ Personal recounts (P1) Discussion of experiences / books Role play/ scenarios Circle Time Creating Confident Kids ‘Moving On’ Pack Books about house moves, new babies, going to school etc. Transition programme Memory games Playing cards Camera Wall displays Books Souvenir/ object/ that prompts memories from home Primary 2 Learning Intentions To understand what living means (L.I. 1) To understand that change and loss are a natural part of life (L.I. 12) To understand we can learn ways of managing feelings (L.I. 14) Experiences and Outcomes I can distinguish between living and non-living things. I can sort living things into groups and explain my decisions. SCN 1– 01a
Success Criteria I can define living heart pumping/ brain activity/ lungs inflating etc. Suggested activities Internet research on the organs of the human Create a powerpoint presentation on the major organs See science planner Resources Science books clips Online resources Experiences and Outcomes I understand the importance of mental wellbeing and that this can be fostered and strengthened through personal coping skills and positive relationships. I know that it is not always possible to good mental health and that if this happens there is support available HWB 2 – 06a Success Criteria I can set appropriate goals for myself I know that are people/places/activities that help me when I find things difficult Suggested activities Set goals and what steps have to be taken in the short term, medium and long term to achieve them. Discuss support network using ball of string thrown from child to child to create a safety web Create a collage showing my support network Discuss new beginnings “I am looking forward to … because ….” Next steps “To help me do this I need to ….” “My dreams are …. I can achieve this by ….” Describe who and what can help me and how I can ask for help Resources Confident kids pack Wool Arts and crafts materials Primary 7 Learning Intentions To understand that change and loss are a natural part of life (L.I. 12) To develop learners’ vocabulary about change and loss (L.I. 13) To understand we can learn ways of managing feelings (L.I. 14) To understand that memories are important in relation to loss and change (L.I. 17) To understand that I can look forward to the future (L.I. 18)
Mini Hospice Care This mini theme will be covered throughout the school and nursery in conjunction with Go Yellow Day (June) when a Coffee morning will be held in school in aid of Strathcarron Hospice. All staff should plan to address the following Learning Intentions. Learning Intentions L.I. 3: To explore attitudes to older people L.I. 8: To understand the role of the hospice in improving quality of life These learning intentions are to be highlighted in your planning folder as you cover them. The Experiences and Outcomes should be included in your weekly plans and evaluated at the end of the mini-theme. Primary 1 Learning Intentions To understand the role of the hospice in improving quality of life (L.I. 8) Experiences and Outcomes I can explain how the of a group in my local community are supported. SOC 0 -16a Success criteria I know and can state that Strathcarron hospice is a place where people help us if we’re very ill. Suggested activities Discuss hospitals Describe Strathcarron Hospice as like a hospital for people who have a disease that will not go away. Worksheet with pictures of various items – children colour yellow the things you would need to have in a hospice, or a sorting activity separating necessary items from those not needed. Resources Note to parents about the Go Yellow Day activity and discussion Worksheet Primary 2 Learning Intentions
Success criteria I understand that the hospice treats people whose illnesses cannot be cured I can list some of the ways in which the hospice can make life better Suggested activities Know that the purpose of a hospice is to improve quality of life. What is quality of life? Discuss Co-op groups make posters depicting what contributes to quality of life Groups swap posters and discuss how a hospice can cater for these needs in people who have an incurable disease. Resources Background information about hospice Primary 6 Learning Intentions To understand the role of the hospice in improving quality of life (L.I. 8) Experiences and Outcomes Having identified the needs of a group in my local community, I can investigate how it is supported in meeting its needs. SOC 2-15M Throughout all my learning I can use search facilities of electronic sources to access and retrieve information recognising the importance this has in my place of learning, at home and in the workplace. TCH 2-03b Success criteria I can explain the philosophy of the hospice movement I can explain the roles of some of the professionals working in a hospice I can explain how professionals work as a multidisciplinary team I can recognise the similarities between the multidisciplinary team and the way we work together Suggested activities Explore/research history and philosophy of the hospice movement. Guest speaker to talk about jobs done in the hospice. Co-op groups each prepare a job description of one person's role, then create multidisciplinary teams (one person from each group) to go to other classes in the school to briefly describe their work in the hospice. Resources Speaker from the hospice Internet - Primary 7 Learning Intentions
To explore attitudes to older people (L.I. 3) To understand the role of the hospice in improving quality of life (L.I. 8) Experiences and Outcomes Having identified the needs of a group in my local community, I can investigate how it is supported in meeting its needs. SOC 2-15M Throughout all my learning I can use search facilities of electronic sources to access and retrieve information recognising the importance this has in my place of learning, at home and in the workplace. TCH 2-03b By considering the type of text I am creating I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience Lit 2-26a Success criteria I can explain the philosophy of the hospice movement I can explain the of some of the professionals working in a hospice I can explain how professionals work as a multidisciplinary team I can recognise the similarities between the multidisciplinary team and the way we work together Suggested activities Make a poster/ leaflet Strathcarron Hospice. Use ICT to research what is done there, why money is required and what services are available (Posters or leaflets can focus on fundraising, asking for volunteers or educating the public about the work of the Hospice. Resources www.strathcarronhospice.org