Personal Development and Mutual Understanding: Key Stage 1, Year 4Strand 2: Mutual Understanding in the Local and Wider CommunityUnit 4: Friendships Complementary Units: Money Matters Who Influences Me?

The main themes of this unit are: - the influences of friends;- the importance of knowing that you come into a friendship as an equal, and that you can say no to a friend’s suggestion or plan without breaking the friendship; and - being and having a friend involves sensible trust and cooperation, while also recognising and voicing your own needs.

Friendships

Teaching approaches

Circle TimeSome teachers like to use a speaking object such as a classroom article or soft toy to manage circle time. Have the children pass the speaking object around the circle. Only the person holding the speaking object is allowed to speak.

If a person does not want to say anything they can pass the object to the person beside them. Some teachers ask them to say, ‘Pass’. When everyone has had an opportunity to respond, go back to those who passed and ask if they would like to say anything now.

It can be difficult to draw the balance between encouraging everyone to see themselves as active participants of a group by taking part in the discussion and not directing undue attention to those who want to pass. Find ways to support those who have difficulty speaking aloud and voicing their opinions. You could:- offer to let the child whisper their answer to you or to a friend, and then relay it to the group;- ensure that reluctant speakers are aware of the topic for discussion ahead of the rest in the circle so that they have time to think about how they could respond; - ask direct questions so the children can answer in a single word or in a simple way; and/or- always reassure a child who refuses to speak that it is ok to do so, and that they are still an important part of the circle.

TeasingWhen children and adults tease others, they often try to justify their behaviour by saying that they ‘didn’t mean any harm’ or that it was ‘only a bit of fun’. Teasing is hurtful and it is not harmless to those on the receiving end. People who are teased often have feelings of misery and loneliness in the midst of others in the group.

Children can learn how to cope with teasing by being assertive and learning to recognise their needs. Equally important, they need to be assured that adults, parents and teachers will intervene, protect them and provide support.

Cooperation and Competition

Fair For All

Many of the activities suggested in this resource are practical and interactive. If you have any children with physical or developmental difficulties in your class, adapt the activities to suit everyone.

You can help children who find talking or verbalizing their thoughts difficult, by:- using pair or small group work so others can help; - using drawing activities;- limiting numbers participating at one time; - simplifying the task; and/or - increasing the length of time allocated.

For the hearing impaired it may be easier to use appropriate visual signs or symbols instead of verbal instruction. For example, you can use a green or red traffic light symbol to indicate start or stop.

When there is an inclusive way of working, all children will have a practical example of interdependence and the opportunity to grow in self-esteem and self-confidence.

If children are to learn about the interdependent nature of our lives and society, they first need to learn how:- to work cooperatively with others;- to ask for help; and - to share their attributes.

Develop an atmosphere in which supportive comments are regularly received by everyone (including adults!), for example:- I like the way you helped/ shared/listened/explained...; and - Thank-you for ....’

Competition can happen naturally when children are playing in teams or working in groups so long as the members of each are changed regularly. Where interdependence is valued, the individual skills of each person can be recognised and highlighted because all are trying to excel for the greater good of the group/team/class or school and not just to be better than another group member.

Explore and discuss their relationships with family and friends:- finding out about their own families;- talking about what families do together;- beginning to recognise how they relate to adults and other children;- identifying who their friends are; and- exploring what they do together.

Building on Foundation Stage

Working at Key Stage 1

Explore initiating and developing mutually satisfying relationships:- knowing how to be a good friend; and- understanding that they can take on some responsibility in their family and friendship groups.

Key Experiences

Moving towards Key Stage 2

Explore initiating, developing and sustaining mutually satisfying relationships:- recognising the benefits of friends and families; - finding out about sources of help and support for individuals, families and groups; and- considering the challenges and issues that can arise at home, at school and between friends, and how they can be avoided, lessened, or resolved.

in initiating and developing mutually satisfying relationships Progress in learning

I am able to make my own decisions.

I can refuse to do something I know is wrong.

I can explain why I have made a decision.

I know when I can trust someone.

I can identify, locate and select different sources

of information to help me make decisions.

I am beginning to be able to ask others for what I need.

I can listen to and share opinions with others

in my groups.

I am developing an awareness of and respect

for everyone in my class.

I can explain why some children are my friends.

I can accept that sometimes my friends will not

agree with me.

I am getting better at thinking how others feel

in a situation.

I know how my actions and words can affect others.

I can be helpful to others when they are not happy.

I can take my share of responsibility for working

in a group.

I can describe how well I work in a group and what I

can do to be better.

Key Stage 1, Year 4 Strand 2: Mutual Understanding in the Local and Wider Community Friendships

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Learning intention:

Understand how to make friends and develop relationships

Learning together- talking and listening;- role-play;- games;- construction;- music making; and - art and design.

Teachers: - Make learning as active and enjoyable as possible.- Involve the children and other classroom adults in the planning.- Provide a safe, challenging and stimulating environment. - Play with the children and at home.

Children:- Be active group members.- Participate in the planning and organization of activities, and clearing up.

Children, like adults, should never stop playing. During Key Stage 1, develop and build upon the good play experiences offered in pre-school and the Foundation Stage, both indoors and outdoors, in school, in the local community and at home. Active play activities help children to develop the necessary skills for life-long learning. Use everyday scenarios to help them make sense of the world in which they live.

Activity-based learning provides imaginative and creative opportunities for learning. It encourages children to use their brain in lots of ways, for example through:

- Learn about developing positive relationships and managing conflict.- Evaluate your learning.- Have fun with your teacher and your parent(s)/carer(s).

Parent(s)/Carer(s)- Know and be realistic about your child’s strengths and weaknesses, and likes and dislikes.- Know what is happening in school and in your child’s class.- Support your child to do what s/he is asked to do in school and at home.- Recognise the importance of learning through play and find ways to extend the learning at home.- Have fun with your child.

Thinking Skills and Personal Capabilities by the end of Key Stage 1

Managing information

Ask more focused questions about the task, clarify purpose and what needs to be done;

Recognise where similar tasks have been done in the past;

Use their own and others’ ideas to identify, locate and select various sources of information;

Set goals for their work, break tasks into smaller parts and plan their next steps;

Record information in a variety of formats; and

Begin to identify audience and purpose when communicating.

Thinking, problem solvingand decision-making

Show their ability to organise and summarise to show understanding;

Sequence, order and rank information along different dimensions;

Identify similarities and differences by making simple comparisons and connections;

Begin to test predictions and to look for evidence;Make decisions and generate options;

Decide what needs to be done in a group and take responsibility for aspects of the work;

Show the ability to learn from shared and modelled activities;

Adapt behaviour and language to suit different situations;

Show fairness to others; and

Recognise and respect other people’s feelings and ideas.

Self-management

Check that they are achieving their purpose by talking about what they are learning, how the work was carried out and some aspect that might be improved;

Check work routinely for accuracy and precision;

Persist with tasks until an appropriate endpoint, with teacher prompting;

Seek help from other people;

Work towards personal targets identified by teacher; and

Develop an awareness of what they enjoy, what they find difficult, their personal strengths and limitations.

Suggest possible solutions to problems;

Be systematic and work through the stages in a task;

Explain their methods and opinions, and the reasons for choices and actions; and

Recognise the differences between why, what, where, when and how questions.

Being creative

Show curiosity when approaching new tasks and challenges;

Have experiences with all the senses;

Listen to and share ideas and experiences;

Generate as many ideas as possible, building and combining ideas;

Take time to use the imagination. Enjoy the unexpected, unusual and surprising; and

Experiment and investigate real life issues.

Working with others

Develop further habits of collaborative learning;

Become more adept at turn-taking, sharing and cooperating when working in a group or team; 3

Working with others using visual elements to express ideas and make a painting Making comparisons

and justifying opinions

Responding in role to classroom situations

Words and phrases I will hear and use

Across the Curriculum: Connecting the learning4

Art and Design DramaThinking Skills and Personal Capabilities

Assertive

Responsible

Contrast

DecisionConsistent

Activity 1Friends Understanding the influence of peers and the need to make personal decisions.

Activity 2Trust Recognising that friends are people we can trust.

Activity 3Cooperation Understanding that living and working with others involves cooperation.

Activity 4Being assertive The importance of being able to recognise what we need in an assertive but not aggressive way.

Activity 5Changes Giving children an opportunity to talk about changes in their lives.

CooperateCompare

TrustLearning activities

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Aggressive Friend

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Learning activity 1: Friends

SUGGESTED SUCCESS CRITERIA

We will consider how much our peers influence us.We will practise a range of assertiveness skills.

CORE CONCEPT

Peers are a strong influence on children and their behaviour. The influences of the peer group increase as children move on in primary school, and into adolescence. Children need to be aware that they start out as equals in any friendly relationship. They should be able to think for themselves and not act against their better judgement to maintain a friendship.

POINTS TO NOTETeachers may inform parent(s)/carer(s) of the contents of this unit by sending home Resource A: Letter to Parent(s)/Carer(s).

The activities in this unit link closely with the Friendships unit of Interactive Sarah and the Whammi. You can access this at www.nicurriculum.org.uk. This unit also builds on the activities from Year 3 Green Unit: Families!

You can access the full series of Sarah and the Whammi on the LNI website https://learningni.net/Follow the ‘video’ links.

In this activity, the children need to move around the classroom and interact with each other in pairs.

Some teachers may want to use a speaking object such as a soft

toy for circle work. The children are only allowed to speak when they are holding the speaking object. As children become used to having one person speak at a time, you will be able to phase out the use of the speaking object. WHAT YOU NEED- Letter to Parent(s)/Carer(s) (Resource A)- Which Will I Choose? (Resource B)- Speaking object (optional)- Space for movement- Music- Paper

WHAT TO DO- Favourites- Changing Partners - Circle Work- Thumbs Up And Thumbs Down- Role-Play

Write the following questions on the board:

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Favourites

- What is your favourite

television programme?

- What is your favourite food

for dinner?

- What is your favourite team/

pop group?

- What is your favourite game?

- What is your favourite item

of clothing?

Read through the questions and ensure that the children understand the meaning of the word favourite. Give the children and adults in the room a piece of paper. Ask them to write down or draw their answers to the questions. Instruct them to work in silence and tell them not to discuss their answers with anyone. When they have finished, ask them to fold their piece of paper and put it in a safe place.

Play some music. Ask the children to move about the room in an orderly way, without talking. Have the adults join in too. Stop the music and invite everyone to find a partner. Tell them to share their answers to the questions with their partner. After a few minutes, play the music again. Ask everyone to move around the room again and find a new partner when the music stops. Repeat this process about eight times. The children will probably gravitate towards their best friends but that is fine. However, instruct them to find a new partner each time the music stops. As the game progresses, encourage the children to try to recall what others have said as they walk around listening to the music.

When the game is over, ask the children to go back to their seats and to find their original answers. Explain that you want them to answer the same questions again as some of them might have changed their opinions based on what others have said or suggested. Tell them that it is ok to change their mind and that it is also ok to keep the same answers. Give the children a copy of Resource B: Which Will I Choose? Show them how they can use this to choose between two options if they are finding it difficult to make a decision. Give them time to think of their answers again. Finally, ask them to count the number of answers they have changed.

Changing Partners

Learning activity 1: Friends (continued)8

Invite the children to sit in a circle. Tell them you want to know if they changed their answers for any of the questions, and if so why. Point out that changing their answers does not mean that they have done something wrong. Ask them to take it in turns to give feedback. If necessary, pass the speaking object around. Explain that only the child holding the speaking object is allowed to speak. Comment on any trends that you notice.

Initiate a class discussion by asking the following questions: - Do you think children change a lot just to be like other children?- In what way do adults like to be like others? (For example hair, clothes, hobbies, cars, recipes, restaurants and/or holiday destinations.) - In what ways do children like to be like others? (For example clothes, trainers, favourite team supported, music, computer games, toys and/or sweets.)- If your friend asked you to try something new would you do it? Would you ever say no? Why?

Make sure that one person speaks at a time and that the children listen to each other. Explore if we should do what our friends suggest, and if there are limitations on that or not.

Thumbs Up And Thumbs Down

Show the children how to make thumbs up and thumbs down signals. Ask them to imagine that you are a new friend. You are going to come up with some ideas of what you can do together. They must decide if your ideas

Circle Work

are good or bad. Tell them to make the thumbs up signal if they think your idea is good and the thumbs down signal if they think your idea is bad.

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“No, I don’t think

we should knock

on that lady’s

house because

she is not well

and it is not fair”

Read out the following scenarios and invite the children to make the thumbs up or thumbs down signal to show their answers:- I have a new computer game. Will you come to my house to play it?- Let’s play, Knock the door and run on that old lady’s door!- There is a lovely new ice cream in the shops and it’s not too expensive. Will you buy me one with your pocket money?- Ask your Mum to buy you the same jeans as I have and we’ll be matching.- Let’s see if we can jump off this two-metre wall!- Let’s go down to the river and see if there are any rats.- Will you do your homework straight after school and then call for me?

Include scenarios that are both positive and negative, and representative of your own local issues.

Role-Play

It is important that the children learn that if they say no to a friend they are not breaking the friendship. Focus on the scenarios in which the children would say no to their friend’s idea. Dramatise them through role-play. Have the children practise giving a reason for saying no, for example:

- No, I don’t want to jump off a wall because my brother broke his leg doing that and I don’t want the same thing to happen to me.- No, I don’t think we should knock on that lady’s house because she is not well and it is not fair. Let’s ask if she needs anything instead.

The children may complain that saying no to a friend may mean that the friend walks away. Explain that we are each responsible for the choices we make and the consequences that follow. We can be friends with someone but have different thoughts, feelings and ideas.

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Learning activity 2: Trust

SUGGESTED SUCCESS CRITERION

We will discuss the concept of trust.

CORE CONCEPT

The ability to trust is essential for all close relationships and group participation. Children need to learn to trust others but they must also develop a degree of caution to guard against dangers.

POINTS TO NOTEThis activity links with Interactive Sarah and the Whammi, Unit 2: Bullying. You can access this at www.nicurriculum.org.uk Follow the links from Personal Development and Mutual Understanding.

You can access the full series of Sarah and the Whammi on the LNI website https://learningni.net/Follow the ‘video’ links.

It also links with Violet Unit 7, Learning activity 4: Bullying.

These games work best when played in a large circle formation, as everyone can see everyone else and the obstacles used in the game. The circle formation also facilitates the discussion part of the lesson.

The Obstacle Game requires some children to play the role of a ‘baddy’ and try to lead the others in the wrong direction. If the children are unlikely to be able to play the ‘baddy’ role, it may

be useful to bring in two or three older children to help. Alternatively, have the classroom adults play the ‘baddy’ parts. Consider what will work best in your situation.

It is important to emphasise that the ‘baddy’ in each scenario is just playing a role. This is not their true personality.

WHAT YOU NEED- Fair Pair Cards (Resource C)- Large sheet of card/paper on which a target is drawn (as in archery/darts)- Some counters - A ball of wool- Obstacles such as schoolbags and extra chairs - A speaking object - A blindfold- Interlocking coloured cubes

WHAT TO DO- Bull’s Eye- Obstacle Game- Reflection- Construction

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Ask the children to sit in a circle. Blindfold one volunteer and give them a counter. Place the target on the floor anywhere within the circle. The object of the game is for the blindfolded child to place the counter in the centre of the target and then return to his/her seat. The other children must guide the volunteer by calling out hot if s/he is close to the target and cold if s/he is not near the target. Alternatively, have the children clap loudly when the volunteer is close to the target and softly when they are further away from the target. Repeat the game several times. Each time, move the target into a different position after the volunteer is blindfolded.

Afterwards, ask the volunteers to answer the following questions:- Were you scared or worried? - Did you believe that the others were guiding you correctly?- Did it get easier or harder to follow the instructions? - Were you able to trust the others?

Bull’s Eye

Ask the children to remain sitting in the circle. Place a number of obstacles in the middle of the circle, for example school bags, chairs and boxes. Also place a chair in the middle of the circle. Ask for a volunteer to act as the ‘seeker’ and blindfold them. Then ask for two more volunteers. Appoint one as the ‘goody’ and the other as the ‘baddy’. The object of the game is for the ‘seeker’ to move through the circle and sit down on the chair without tripping over any of the obstacles. Both the ‘goody’ and the ‘baddy’ will provide directions. The ‘goody’ must give good directions to the ‘seeker’, but the ‘baddy’ must give bad directions. All the other children must remain silent. Make sure that the ‘seeker’ doesn’t know which child is the ‘goody’ and which is the ‘baddy’. Place them at the edge of the circle. Tell them to listen to the advice from the ‘goody and ‘baddy’. At first, they will not know whom to trust, but as the game progresses they will realise that only one child is giving them good advice. The task is completed when the ‘seeker’ sits on the chair and takes off their blindfold. Invite the ‘baddy’ to

Ask the children to imagine that they have to wear a blindfold for a whole day. Ask them to think of four people that they could trust to get them safely through the day. Invite volunteers to share their choices with the rest of the class give a brief explanation for each.

To help the children think about those they already trust in their lives, invite them to complete the sentence stem, ‘I trust (name of person) when I (action)...’

Construction

Fair pair the children using Resource C: Fair Pair Cards. Give nine interlocking coloured cubes to each pair. Ask them to name one child A and the other B. Blindfold child A. Explain that they must work together to form a cuboid, using the coloured cubes. Child B must give instructions, but cannot touch the cubes or their partner. When the pairs have constructed the cuboid, ask them to change roles and repeat the task. Afterwards, invite the children to say how they felt being the helper or the person being helped.

Obstacle Game

de-role by saying, ‘I’m not the baddy anymore and I would not really lead you the wrong way. I did it as part of the game.’ Then ask the ‘seeker’ how s/he made the choice about who to trust. Repeat this game several times. Move the obstacles and chair into different positions within the circle each time.

Afterwards, initiate a discussion on trust. Have the children pass a speaking object around the circle and take turns to answer some of the following questions:- Why is it that we trust some people and not others? - How do you know when you can trust someone?- What does trust mean?- Who would you trust? To do what?- Can you always trust someone completely?

Talk about how it is easier to trust people that:- are realistic;- are consistent;- can see options and give the pros and cons of situations; and - weigh up a situation depending on the circumstances.

Reflection

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Learning activity 3: Cooperation

SUGGESTED SUCCESS CRITERION

We will experience examples of cooperation in our classroom.

CORE CONCEPT

Living and working with others involves cooperation.

POINTS TO NOTEIn the Dotty Game, the children need some space to move around. Make sure that the floor is uncluttered. Cover any mirrors in the room.

For the Cooperative Drawing task, it is suggested that the children sit in groups of four. However, you can use groups of any size. If you have fixed furniture you may have to adapt this activity.

WHAT YOU NEED- Space for movement- Speaking object- Sets of coloured, sticky dots- Paper for painting- Coloured pens/pencils/paints- Junk construction materials

WHAT TO DO- Dotty Game - Discussion- Cooperative Drawing- Cooperative Painting- Cooperative Creature

Dotty Game

For this game, you need a number of sets of sticky dots, for example four yellow dots, four red dots, four blue dots and so on. Make sure there is a sticky dot for every child and adult in the classroom.

Tell the children that they must remain completely silent throughout the game. They must not talk to each other.

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Ask a volunteer to take one of the sticky dots and to place it on your forehead, without letting you see which colour they use. Then walk around the room and place a sticky dot on everyone’s forehead. The children will be able to see that there are several groups, but they won’t know which one they belong to. Invite them to find their groups. Remind them that they must do this in complete silence. This game is based on trust and cooperation. Nobody can help him/herself. They must rely on other people’s directions. They can do this in various silent ways, for example by pointing at another’s sticker and then at a similar colour on their clothing. It is best to leave the children to their own creative devices when thinking up ways to help each other and not to provide any clues.

When all the children in a group have found each other, tell them to hold hands in a circle. When all groups have completed the task, invite everyone to remove their sticker. There will probably be great excitement if everyone is in the right group.

Afterwards, initiate a short discussion by asking questions like:- How did you find your group? Who helped you? - Did you trust the other children when they showed you where to go?- What would happen if nobody helped anyone else?- What would happen in the game if nobody trusted anyone else in the class?- What sort of class would solve this game quickly? Are we like that?

Repeat the game, especially if the children encountered any problems first time around. It will also give them more time to think about the concept of cooperation. Make sure to put away all the old stickers from the first game to avoid confusion, or use different symbols the second time. If you wish to make the game more challenging, use only two of each symbol or colour and ask the children to find their partner.

Have the children sit down and explain to them that there is a word for what they have just done. Tell them that when a group of people work together to get something done they cooperate. Write the word cooperate on the board and give some examples of cooperation. You might say:

- When heavy furniture is being lifted a few people must cooperate as nobody could do it on their own. - When children are playing skipping, two must turn the rope

Discussion

for others to skip. Then everyone must take a turn at the rope. This involves cooperation.- When a baby is going to sleep everyone in the house might cooperate to reduce the noise for a few minutes.

Invite the children to think of more examples of cooperation. You could ask them for examples of times when children in the class cooperate and record the responses under the title, We cooperate when...

Learning activity 3: Cooperation (continued)14

Explain that you would like the children to make a cooperative drawing. Agree on a theme for the drawing, for example a garden, a playground, a creature from outer space, a new and strange plant or an abstract shape. Organise the children into groups of four. Give each child a sheet of paper. Tell them to write their initials in the corner. Invite them to begin their own drawing. After a few minutes give a signal. On hearing the signal, they must pass their drawing to the child sitting on their right side. They must continue the new drawing until they hear the signal. Continue this process until each child gets his/her own picture back. Allow them to spend a few minutes finishing off their own drawing.

It is important to explain the procedure to the children in advance and practise passing the pictures to the person on the right to avoid any confusion. One interesting way of giving the stop and start signal is to play appropriate music. When the music stops, the children must change pictures. However a simple bell or other sound will work equally well.

Cooperative Drawing

When the children have completed the task, ask them, ‘How difficult was it to cooperate with others and to trust other children to continue your work?’ Some children will find it very difficult to lose control of their drawing, while others will find it very stimulating. Invite all the children to give their opinions and ensure that others listen and respect the views of everyone in the class. You can expect a great deal of variety and should not judge. When relevant, comment on the difficulty of trusting and cooperating. Also point out the rewards that can result from taking that risk. Display the drawings in the classroom with the children’s names written underneath.

You need to do some preparation work for this activity. Prepare some cards by writing body parts on them, for example:- two long arms; - a monster’s head; - a pair of hairy legs; - a funny shaped nose; and/or- a fat tummy.

Cooperative Creature

Divide the children into groups. Give each group a large sheet of paper and painting equipment. Invite them to agree on a group theme for a painting, for example friendship. Ask them to work together to create their painting. Afterwards, have the groups evaluate how well they worked together. Ask them to answer the following questions:- How successful was your end product? - What could you have done better? - What could you do better next time?

Cooperative Painting

Make sure you have one body part card for each person in the class. Decide what size of groups you want to have for the activity. If you want to use groups of four, put four cards into an envelope. If you want to use groups of five, put five cards into an envelope and so on. Make sure all the cards are placed inside an envelope. Divide the children into groups and give each group an envelope. Invite the children to take a card from the envelope and to design the body part. When they have finished, ask them to work with the others in their group to join the different body parts to form a creature. Invite them to evaluate how well they worked as a group. Display the finished creation in the classroom.

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Learning activity 4: Being assertive

SUGGESTED SUCCESS CRITERIA

We will give children the experience of asking directly for what they want.We will help children develop communication skills.

CORE CONCEPT

Assertiveness involves being able to ask for what you need and want in a way that respects the rights of others.

POINTS TO NOTEThis lesson may require more than one session.

WHAT YOU NEED- Story and Drama (Resource D)- Fifty pence piece or suitable alternative- A space for playing hopscotch- Paper for a chart - Coloured markers- Mixing bowl and large spoon

WHAT TO DO- Story And Drama- Discussion- Asking For It!- Needs- Ingredients

Story And Drama

Ask the children to sit in a circle and to listen to the following story:

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Jackie was in Year 4 when she moved house and started a new school. Her grandfather had died and her Granny was living alone. Jackie’s Mum decided they would move in with her Granny and look after her. Jackie was quite excited about the move and liked the new house because it was near town and near the cinema.

The new teacher was nice to her and the schoolwork was easy. But Jackie hated break and lunchtimes. All the children looked so happy and had so many friends. Jackie knew nobody. She just wandered around the playground feeling miserable. She really wanted to join in the skipping or the hopscotch but she felt that the other children ‘owned’ the playground. It was like they had been playing there forever. Each day Jackie felt worse.

Invite six or seven children to walk around inside the circle for a minute or two and pretend to be Jackie. Alternatively, ask a few children to play hopscotch and have one role-play the part of Jackie. Then continue with the story.

By Friday she was so fed up that she kicked another girl who bumped into her by accident. Jackie soon found herself outside the office. She stood there waiting for the Principal to return from lunch.

Ask for volunteers to role-play a possible dialogue between Jackie and the Principal. If possible, provide suitable props. Alternatively, have the children work in pairs and act spontaneously. Continue with the story.

The Principal was a very understanding person and when s/he saw the new girl in the school in trouble s/he guessed what the problem might be.

The rest of the story is detailed in Resource D: Story And Drama. You can read the dialogue aloud to the children. Alternatively, ask them to write their own script for the rest of the story and act it out or ask for volunteers to act out the script.

Learning activity 4: Being assertive (continued)18

Ask the following questions:- What did Jackie want? - What was she doing to get what she wanted? Did it help? - What was she forgetting to do? - Do you think her new plan will work?- Can you suggest how she could ask the others to let her play? (Allow several children to suggest ideas.)- Do children need to play with others? Why/why not?- How does playing with others make you feel?

Discussion

With the children still seated in a circle, walk over to the desk and pick up a fifty pence coin or suitable alternative. Ask the children to watch carefully. Sit down and slowly reveal the fifty pence coin. Then clench your fist tightly. Ask the children if anyone would like to try and get the fifty pence coin out of your hand. Tell them to raise their hand. Inform them that they can use any methods or tactics but they must not use violence.

Choose a volunteer and let them try to take the coin from your hand. They may try bargaining or forcing your hand open. Give each child

Asking For It!

about fifteen seconds to try and then invite another child to have a go. Give the money to first child who clearly and directly asks for it but without aggression. Encourage the child to give a reason for their tactic.

Ask the following questions:- How did Jackie get to take part in the playground games?- How did ... get the fifty pence piece?- What is the first thing we can do when we want something?- How should we ask for what we want?

To extend this activity, organise the children into groups. Tell them that they can have a reward, for example an evening with no homework or an extra five minutes play at break, if they can come up with clear, logical and creative reasons to say why they deserve the reward. Ask each group to agree on their reasons and to appoint a spokesperson to tell the rest of the class. If any groups come up with suitable reasons, give them the reward. Consider giving the reward to the entire class. Invite the other groups to express their thanks in a clear and genuine manner to the group with the most reasonable response.

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Ingredients

Organise the children into groups of three or four individuals. (You may consider repeating the Dotty Game from Learning activity 3 to form the groups.) Ask each group to write down a list of things that children really need (not all they want). Give them four minutes or more if they seem to continue working. Then, invite them to call out some of the things they have listed. Record the list where it can be easily seen and can remain for some time. You will need this list for activities in Blue Unit 5: Money Matters of this resource. Abstract needs may be difficult to express but children need to see that they are just as important as concrete needs like food, water and shelter.

Needs

Organise the children into pairs. Have them draw up a list of four or five ingredients that they think children need in order to feel content in class and to want to come to school. They will have gained some ideas from the previous activity. Next, ask them to agree on their most important ingredient and to record it on a blank card or piece of paper. Ask one member from each pair to place their word into a bowl. If a word is already in the bowl, congratulate the pair on their good thinking and ask them to write out their second most important word. When all groups have provided a word, stir the bowl to emphasise that all the chosen ingredients are important. Read out the list of words and record them. Discuss any changes that you may need to make in the classroom to ensure that all ingredients are present in the class.

Abstract needs can include: - being liked/loved;- friendship;- some choice in what they do;- having confidence; - having courage; and/or - having fun.

Further activities considering needs and wants can be found in Blue Unit 5: Money Matters and Violet Unit 7: Who Influences Me? of this resource.

friendshipconfidence

choice

20

Learning activity 5: Changes

SUGGESTED SUCCESS CRITERIA

We will recognise the changes we have each experienced.We will identify strategies we have used to cope with change.

CORE CONCEPT

Many children experience change in their lives. For those who have not yet experienced change, it is important to learn that change happens and is a fact of life. Those who have already experienced change will benefit from sharing their experiences just as much as those who listen will learn from them.

POINTS TO NOTEThis learning activity builds on Year 3, Green Unit: Families! Learning activity 2: I Have a Family.

By Year 4, some children will have experienced the death of relatives, friends, neighbours or pets. Some will have moved school and/or home within Northern Ireland and others will have come from another country. Some children will have experienced a new child or children in the family just like Sarah in Interactive Sarah and the Whammi.

You can access the full series of Sarah and the Whammi on the LNI website https://learningni.net/Follow the ‘video’ links.

Children who have difficulty with spelling or who do not have a good use of English will need

some help from another adult or other children during the Alphabet Game. Adapt any of the questions if necessary.

WHAT YOU NEED- Each letter of the alphabet enlarged to A4 size and photocopied on to a sheet of A4 paper- A local map- A world map

WHAT TO DO- Circle Time- Faraway Family And Friends

21

If this is the first circle time session you have had with this class, take a few minutes to explain how you would like the children to arrange their chairs in a circle. Doing this for themselves, rather than asking another classroom adult, helps them to realise how their actions and behaviour can affect others in a practical way. Ask the children to:

- lift their chairs quietly so that neighbouring classes are not disturbed;- move with their chairs in a structured way so that everyone in the room keeps safe;- think carefully about making a good shaped circle so that chairs do not have to be moved about and disturb others; and - think about anyone else who might join in the lesson so that they can join in as quickly as possible and not be embarrassed.

Circle Time

IntroductionWelcome the children to the circle and if appropriate, comment positively on their circle making skills. Explain that you want to talk about changes that have happened over the last year. In particular, you want everyone to think about friends or relatives who don’t live close to them.

Alphabet gamePlace the letters of the alphabet on the floor, randomly about the room. Ask the children to think of the name of their street or road. Then ask them to think of the first letter in the name and to go and

stand beside that letter. When everyone is beside a letter ask them to chat to those nearest and share the letter they have chosen and why. Repeat this activity with the following questions:- Where were you born?- Where do your mum’s parents live? - Where do your dad’s parents live?- Where is one place that you have visited?- Where would you like to visit?

Ask the children to collect the letters from the floor and return to the circle.

Learning activity 5: Changes (continued)22

Change placesAsk the children to change places with others in the circle if they have ever: - had a pet;- had a grandparent;- had a special friend;- lived in another house;- lived in another town; and- lived in another country.

Information sharingPair the children as they sit in the circle. Ask each pair to discuss a change that they have experienced in the last year. Ask them to think about one negative aspect of the change, one positive aspect and one suggestion for

help with change. Depending on class numbers, join in either as one of a pair or with an existing pair. Don’t suggest that children should only talk about good changes. Some children may have experienced a death of a close family member. Do not discourage them from talking about it but keep a ‘watchful ear’ in case the child becomes very upset and you need to intervene by reminding them that some changes are sad and remembering them is difficult but not wrong. If you need to give support, ask the child to tell you one thing s/he enjoyed doing with this person and why.

Closing the circle

Ask each pair to decide what they will briefly feed back to the circle about their discussion. For example, Child A could say, ‘We talked about moving to another country’ and Child B could say, ‘One positive thing was that it is an opportunity to learn about a new country and I found it helped to talk to my Mum when I was feeling sad.’

One positive

thing was...

23

As a home learning activity, ask the children to find out about any family or friends who live in other parts of Ireland, the United Kingdom or the world. Ask them to write down where they now live. In class, discuss all the places that you and the children have close friends or family living. If they have family in many different places ask them to choose just one for you to mark the place and the child’s name on a map. Discuss reasons for moving homes. This could also be an opportunity for children to make a My Family Notebook in which they draw a family tree. This could be based on concentric circles, with the inner circle showing brothers, sisters, step-siblings or fostered children. The next circle could show parents,

aunts and uncle. The next circle could show grandparents and parents’ uncles and aunts.

The children may also wish to include named photographs, a plastic pocket for mementoes or cards and a map showing where faraway family or friends live. They may wish to make a strong decorative cover to protect this special book of records and memories. Ask the children to talk about a time when all their family and relatives were together. What were the feelings as they prepared for the gathering? What did everyone talk about? What were the feelings when it was all over? Ask each child to think of three words or phrases they would like others to use to describe their qualities if they ever moved away from where they are living now.

Many children will have talked about their family in the previous activity. Some will have family members who live in other parts of Ireland, the United Kingdom or the world. Encourage them to talk to their parents about family members who do not live nearby and the reasons they left, for example to go to university or for better job opportunities.

Faraway Family And Friends

Resource APersonal Development and Mutual Understanding Green Unit

Letter to Parent(s) / Carer(s)

24

Learning activity 1: Friends

my school

25

Dat

e

Dea

r Pa

rent

(s)/

Car

er(s

)

In th

is u

nit o

f Liv

ing.

Lear

ning

.Toge

ther

. our

wor

k bu

ilds

on w

hat w

e di

d in

Yea

r 3. I

t con

tinue

s to

be

linke

d to

an

inte

ract

ive

lear

ning

reso

urce

we

use

in s

choo

l cal

led

Inte

ract

ive

Sara

h an

d th

e W

ham

mi.

Sara

h is

a y

oung

girl

abo

ut th

e sa

me

age

as y

our s

on/d

augh

ter.

Her

mum

is

a C

atho

lic a

nd h

er d

ad is

a P

rote

stan

t. Th

e pr

ogra

mm

e lo

oks

at h

er re

latio

nshi

ps w

ith h

er

Mum

and

Dad

, her

frie

nds

and

othe

rs a

t sch

ool,

and

with

her

gra

ndpa

rent

s an

d co

usin

s.

In th

is u

nit,

we

look

at t

he in

fluen

ce fr

iend

s ca

n ha

ve o

n a

rela

tions

hip.

We

also

con

side

r ho

w im

porta

nt it

is to

be

able

to th

ink

for y

ours

elf a

nd n

ot a

ct a

gain

st y

our b

ette

r ju

dgem

ent t

o m

aint

ain

a fri

ends

hip.

Ove

r the

com

ing

wee

ks, t

he m

ain

them

es w

e w

ill

cove

r inc

lude

frie

ndsh

ip, t

rust

, coo

pera

tion

and

bein

g as

serti

ve w

ithou

t bei

ng a

ggre

ssiv

e.

We

will

als

o be

talk

ing

abou

t cha

nges

in o

ur li

ves

that

hav

e ha

ppen

ed o

ver t

he la

st y

ear.

It is

impo

rtant

that

chi

ldre

n kn

ow th

at c

hang

e ha

ppen

s an

d th

at th

ey a

cqui

re th

e sk

ills

to

cope

with

it w

hen

it do

es h

appe

n. Y

our c

hild

will

be

aski

ng y

ou a

bout

fam

ily m

embe

rs o

r cl

ose

frien

ds w

ho li

ve in

oth

er p

arts

of I

rela

nd, U

nite

d Ki

ngdo

m o

r the

wor

ld.

The

emph

asis

of o

ur le

arni

ng is

on

givi

ng c

hild

ren

life

skill

s. P

aren

ts a

nd te

ache

rs c

anno

t be

with

chi

ldre

n al

l the

tim

e, p

artic

ular

ly a

s th

ey g

row

old

er. C

hild

ren

need

to b

e ab

le to

sta

nd

on th

eir o

wn

two

feet

to fa

ce a

ll th

e ch

alle

nges

of m

oder

n so

ciet

y. T

his

unit

is d

esig

ned

to

help

them

be

bette

r equ

ippe

d to

dea

l with

any

diffi

cult

situ

atio

n th

ey m

ay fa

ce in

the

futu

re.

You

may

als

o w

ish

to d

iscu

ss th

e un

it of

wor

k w

ith y

our c

hild

from

tim

e to

tim

e. Y

our

posi

tive

parti

cipa

tion

and

inte

rest

will

hel

p fo

ster

the

succ

essf

ul te

achi

ng o

f thi

s re

sour

ce

and

will

giv

e yo

u op

portu

nitie

s to

dis

cuss

you

r chi

ld’s

atti

tude

s to

frie

nds,

hop

es a

nd

conc

erns

and

que

stio

ns th

ey m

ight

hav

e.

A c

opy

of th

e m

ater

ials

bei

ng u

sed

is a

vaila

ble

if yo

u w

ish

to v

iew

them

. If y

ou h

ave

any

ques

tions

, ple

ase

do n

ot h

esita

te to

con

tact

me.

Best

wis

hes,

Cla

ss T

each

er

Inse

rt sc

hool

logo

or l

ette

r hea

d

my

scho

ol

Resource BPersonal Development and Mutual Understanding Green Unit

Which Will I Choose?

26

Learning activity 1: Friends

27

Ways they are the same

Ways they are different

Decision

Resource BPersonal Development and Mutual Understanding Green Unit

Which Will I Choose?(Completed Example)

28

Learning activity 1: Friends

Chicken, Potatoes, Carrots

Pizza

29

Ways they are the same

Ways they are the different

Decision

• Tasty• Warm

• FillmeupwhenIamhungry• Betterthansweets

• Dadcooksmealathome• Potatoesandcarrotsgive me vitamins and minerals• Chickengivesmeprotein• Localfarmersgrowthefood

• Boughtfromthepizzeria• Mighthavesomesaltandfat• Sometimesnotmuchprotein• Makingthemgives someone a job

MyfavouriteisthechickendinnerbecauseIlikebothmealsthe same but I think the chicken is better for me.

Resource CPersonal Development and Mutual Understanding Green Unit

Fair Pair Cards

30

Learning activity 2: Trust

8 x 10

31

One quarter of 24

6 x 7

47 – 29

Complete the number pattern...

4, 8, 16...

857How much does the 5 represent in this number?

What is the missing point of the compass?

WN

S

64218325 Tens

50

East

Half of 30Complete the

number pattern...

33, 36, 39...

12 + ? = 20

Seven hundred and fifty six

6.50 am

16.35

15428

756Ten to seven

in the morning

Twenty five to five in

the afternoon

Today is Monday 11th August. Next Sunday will be...?

Sunday17th August

I have four equal sides and

four equal angles. What shape am I?

Square

Semi-circle

Resource DPersonal Development and Mutual Understanding Green Unit

32

Learning activity 4: Being assertive

Story and Drama

33

Yes, yes, `cos I didn’t really mean it. I was just left out of everything.

I see. Who knows that you like hopscotch?

Nobody.

Do you think they are going to find out that you would love to play if you keep walking around on your own?

No.

And who knows you love skipping and would like to join in?

Nobody.

And do you think they will find out if you kick? Does that help?

No, I’ll have to tell them.

I think so.

Well, they might not let me play.

They might not, but then they might. It’s a risk isn’t it?

Yes ... I could try asking.

Will you try then?

Yes.

Okay. I need you to say sorry for what you did to Yvonne and explain to her what happened. I don’t think she will hate you then. And I want you to come back to me next Wednesday and tell me how you are getting on at break and lunchtime.

You are not a very cross teacher.

I can be. If you continue to kick you might see how cross I can be. But I don’t think you will do that again now that you have a better plan for the playground.

Principal: You’re Jackie, the new girl aren’t you?

Jackie: Yes, Mrs. Brady.

So how come you are outside my office?

`Cos I kicked a girl.

What did you do that for?

I didn’t mean it, but she bumped into me by accident.

You must have been in an angry mood, Jackie.

(Silence)

Do you like playing in the playground?

Not really

What have you been doing all week in the playground?

Walking around.

And is that what you want?

No, I’d like to play hopscotch or skipping.

So what have you done so far to get into the skipping or hopscotch game?

Nothing.

So walking around didn’t help?

No.

And what about kicking? Did that help get you into the skipping or the hopscotch games?

That was worse. They probably hate me now.

I don’t think so. Except for Yvonne whom you kicked. She might hate you for a little while. In this school we expect children to apologise and do something small to be nice to the person who is hurt. Do you think you could do that?

Notes

34

Notes

35

Child, L; Clarissa Bean,Don’t Look Now (2006 Orchard Books) 1 846160499

Fisher, R. ‘Friends’ in Poems for Thinking (1997 Nash Pollock Publishing) 1898255156

Brown, A. Gorilla (2002 Candlewick) 0763618136 Brown, A. Piggybook (1990 Dragonfly Books) 067980837X

Briggs, R. The Man (1994 Red Fox) 009910881X / 978-0099108818 Brown, R. Copycat (1994 Dutton Juvenile) 0525453261

Binch, C. Christy’s Dream (2006 Frances Lincoln Children’s Books) 1845074726

Waddell, M. The Big Big Sea (1998 Candlewick) 0763602825

Cate, D. Bernard’s Gang (1998 Walker) 0744572428

McCann, M. Chelsea’s Tree (2001 Inspiration Publications) 0970045603

Cobb, D. Daddy Did I Ever Say? I Love You, Love You, Every Day (2007 10 To 2 Children’s Books) 1424339189

Griffiths, N. Grandma and Grandpa’s Garden(2007 Red Robin Books)978 1905434091

Gordon, S. All Families Are Different (2000 Prometheus Books) 1573927659

Parr, T. The Family Book (2003 Little, Brown Young Readers) 0316738965

*Hoffman, M. Grace and Family (1997 Frances Lincoln Publishers) 0711208697

*James, S. Leon and Bob (1997 Candlewick) 1 56402991 3

*See CCEA’s Primary Values

Interactive Sarah and the Whammi (2008 CCEA Available from www.nicurriculum.org.uk) Follow links from PD & MU section

You can access the full series of Sarah and the Whammi on the LNI website.https://learningni.net/Follow the ‘video’ links

Active Learning and Teaching Methodswww.nicurriculum.org.uk

Circle time resourceswww.circle-time.co.uk

Northern Ireland Commissioner for Children & Young Peoplewww.niccy.org

Save the Childrenwww.savethechildren.org.uk

Useful resources for Personal Development and Mutual Understandingwww.incentiveplus.co.uk

Anything’s Possible (Enterprise Story Sack 2006 CCEA) 1 90494908 8

CCEA Primary Values (2005 CCEA) 1 85885337 0

CCEA and ELBs Learning Through Play at Key Stage 1 (2008 CCEA)

Weir, L. Not on Your Own! Wise Up and Think series (2007 CCEA)

Safe and Sound, Ideas for Connecting the Learning (ICL) Years 3 and 4 (CCEA)

Various authors, For Every Child (2002 Red Fox) 0099408659

Skutch, R. Who’s in a Family? (1997 Tricycle Press) 188367266X

Suggested stories Suggested additional resources

Useful websites