Teachers guidance book oct 2014 by Blayney Partnership

Teacher Guidance

Personal, Social, Health & Economic Education

IMPORTANT NOTE TO TEACHERS

1decision is a fully comprehensive programme which brings together all of the PSHE elements. It has been developed to assist schools in helping students to become confident communicators and safe and positive decision makers in all areas of their lives. 1decision provides effective lesson plans and activities, together with interactive videos. Our video series explores possible outcomes for the character’s choices by providing children with alternative endings from which to choose. In reality these choices would not always produce the same result. It is important to be clear with students that the many decisions we make throughout our lives do not always have right or wrong answers but that they do require careful consideration. It is essential that this is explored to give children a better understanding of each topic. • It is important to inform students that the 1decision films have been created by actors to educate children on situations that ‘could’ happen • Please view all videos to check suitability for your students • They have not been created to scare or worry children and it is important to check that your students have not already been affected by some of the topics • It is important to point out to the students that the videos do not explore all possibilities • After each video, please discuss with your students other possible outcomes for each scenario If you have any questions about the programme please contact: Email: info@1decision.co.uk Tel: 01438 750330

Contents Introduction for Teachers................................................................................4 Introduction for Children...............................................................................6 Keeping/Staying Safe...........................................................................................7 Keeping/Staying Healthy...................................................................................16 Relationships......................................................................................................24 Being Responsible...............................................................................................32 Feelings and Emotions.......................................................................................40 Computer Safety.................................................................................................52 Money Matters...................................................................................................56 Hazard Watch....................................................................................................59

Introduction for Teachers Purpose of the Programme 1decision has been developed, in line with teachers’ needs, to provide effective and enjoyable PSHE lessons. The programme provides eight flexible modules which can fit around any teaching schedule and can be used to form lessons, assemblies, or drop down days. Ideal for large or small groups and individuals when required. Aside from providing a comprehensive PSHE programme, 1decision uses subtle student-focused safeguarding tools which help teachers recognise areas of concern. At times during the programme, children may disclose something that could raise concern. If this occurs, please refer to your school’s child protection policy/procedure. Our detailed Teacher Guidance Manual has been designed to eliminate planning time. Please note that our guidance is a guideline and you may wish to reduce or expand our content to suit your environment, in line with your students needs. Our current programme is recommended for Key Stage 1 and early Key Stage 2 (depending on a school’s requirements). Please refer to our PSHE Development Plan Handbook to view the current programme of study and scheme of work for each module.

Student Workbooks Baseline, formative, and summative assessments throughout the programme highlight each student’s prior knowledge and progression. The learning journal section of the Student Workbook can be used for all baseline assessments, and the Deedee symbol will appear when this section should be used. We suggest that baseline activities are completed in one colour pencil so that students can revisit these during the follow-up activity for each module. Children can then use a different colour to highlight new learning. This will clearly indicate each child’s progression within the topics and evaluate the effectiveness of the teaching objectives. The learning journal section of the Student Workbook also provides a section for parents and carers to comment on their child’s work and for teachers to complete their end of year/key stage statements. Each module will indicate when the Student Workbook should be used, in line with the topics. All activity sheets can also be downloaded individually online to give you the option to create wall collages/displays.

Creating the right environment to teach 1decision Every school will have effective rules for the classroom. Since PSHE can often touch on sensitive subjects, we suggest that your classroom rules should be revisited prior to using 1decision. We have also formulated some rules here, that you may wish to employ: Rules for working together – ground rules, golden rules, and/or keys are essential for building a classroom climate where every child [and adult] feels secure and increasingly comfortable about expressing a thought, a feeling, or an opinion about something. However the rules are phrased, respect is at the core of being able to work together safely and comfortably. It gives value and affirmation to each person in the various ways that it is demonstrated. Respect enables every child (and teacher) to take part without fear or anxiety of not being listened to or being ridiculed or dismissed.

It is important to involve the children in establishing the rules we need to work together (talk together) in a way that enables each of us to feel comfortable talking and wanting to share our own thoughts and feelings. Rules should be brief, easy to understand, and on display in the classroom or wherever the children are working. As an example, a rule about listening could be to listen carefully to a speaker until he or she has finished, with no interruptions. Rules about taking turns could be that one person speaks at a time. To ensure this, an object can be used to empower the speaker, so that only the person holding the item is allowed to speak. Give others a chance to say something and allow them the time to say it. A rule about sitting could be to sit still, nicely, laps), and look at the person who is talking.

and comfortably

(if on carpet legs crossed, hands in

A rule about respect could be to respect what other people say and their views and feelings. This can be achieved by employing the rules above and by not laughing, fidgeting, interrupting, or shouting. A rule about saying positive things about another person and what they have said involves not putting them down or saying nasty things. Importantly, a rule will also be needed for any behaviour that is not respectful to others and spoils the working together atmosphere. It is vital that the children are consulted when establishing this rule, encouraging them to consider what should happen if someone behaves in a disrespectful way. Children need to know, for example, that those who are unable to show respect to others (e.g. by interrupting, laughing, or putting them down) will be asked to leave the activity and potentially even the classroom, and will only be permitted to return once they are willing and able to follow the rules. It is very important that there is agreement regarding what should occur if a rule is broken, otherwise there will not be a safe learning environment. The sanction may not need to be used but should be planned for, perhaps by using a classroom assistant to supervise â&#x20AC;&#x2DC;time outâ&#x20AC;&#x2122; for any child. Action should be consistent â&#x20AC;&#x201C; always adhering to the rules with just one warning so that children realise that the action is to protect the rest of the group from unacceptable behaviour and to protect and maintain the safe working environment. Posters for classroom

rules

can be downloaded for free with your subscription.

Introducing 1decision to your Students 1decision focuses on choices that children may face throughout their lives. To introduce children to the programme you may wish to start with an appropriate activity around making choices (example below). For most of an individualâ&#x20AC;&#x2122;s childhood, the adults around them will make the majority of choices for them but it is important that we help them to understand the decisions that they are responsible for and how this responsibility will increase as they grow. Activity: Start with a toy or picture of a baby Discuss with the children: Who makes the decisions or choices for the baby, such as feeding times, what clothes to where, when to have a bath, etc. Ask the children how old the baby will be when he/she can start making his/her own decisions, for example mum or carer gives him/her a choice to buy something, or what he/she would like for dinner. Through a discussion, elicit from the children who makes choices for each of them, and what kind of decisions are made? Now ask the children which choices are they allowed to make now and how might this change in the future. Some examples: Do they decide what they can have for breakfast? Can they choose to tell the truth or to tell a lie? Are they old enough to make a choice about how they treat somebody else? Are they allowed to choose what they wear? Once the children have established that they are old enough to make certain choices and decisions, discuss how some choices are not that important whereas others are very important and can often have consequences. For example: Making a choice to hit another child and being disciplined Choosing to run away from a parent or guardian in a crowded shopping centre Explain to the children that it is ok to make the wrong choice sometimes and that learning from our mistakes is a very important part of growing up. As they grow older, they will have more important choices to make and it is good to practise making those choices and decisions. Sometimes there can be serious consequences and children can make a decision that can leave them seriously injured, for example running into a busy road, so it is important to prevent these situations from happening. Introduce the children to 1decision and Deedee, who teaches children about making decisions to help us to stay safe and healthy.

Introduction Road accidents, house fires, and drowning are the predominant causes of death and injury for young children. Figures published by the Department for Transport show that in 2010, 2,502 children under the age of 16 were killed or seriously injured on the roads, accounting for around 35% of all childhood deaths under 16 years. According to the figures of the Royal Society for the Prevention of Accidents (RoSPA), falls account for 49% of unintentional injuries to children under 5 years old. These figures alone are ample justification for safety education and RoSPA make it clear that accident prevention should be the number one priority for public health in this country. Ofsted currently require that inspections must consider pupil ability to assess and manage risk appropriately and keep themselves safe. Risk includes those risks associated with extremism, new technology, substance misuse, knives and gangs, relationships (including sexual relationships), water, fire, roads, and railways. PSHE provides an ideal context for teaching and learning about risks and keeping safe. Wherever children are, in the home, school, in the locality, near water, railways or roads, there is an element of potential danger. Risks vary, and are not limited to accidents. Ill-intentioned people, young or old, may seek to cause children harm, and limiting an understanding of personal safety to being safe from strangers is misleading. It is important to explore principles for being safe with any individual, whether or not children know them. Keeping safe or safer is about giving children the opportunity to recognise and communicate their feelings, and enabling them to develop the strategies to manage/avoid situations which place them at risk. The concept of ‘taking risks’ and ‘being at risk ‘ are not easy for younger children to understand and can best be explored through opportunities to focus on what other people do to make things risky for themselves and others. The video clips in this module provide such opportunities.

Learning outcomes for pupils from this module All pupils will... • • •

be able to identify potential dangers in different environments be able to follow rules for and practise simple ways of keeping safe and finding help be able to use simple skills and strategies which will help them maintain their personal safety with other people

Note to teaching staff: In this module you will be covering some topics that may have already affected some of your students in some way. We suggest that a letter should be sent out to parents/carers prior to the start of this module, highlighting the subjects you will be covering, in order to give them an opportunity to raise any concerns. Before showing any videos from this module, please explain to your students that no children have been harmed when filming these scenarios and that actors have been used throughout.

Starting point Topic: Keeping/Staying Safe Baseline assessment activity on keeping safe: What do I need to keep myself safe from? Ask the children to think about keeping safe and the things they think they have to keep themselves safe from (without discussion). The children can write or draw answers in the learning journal section of their Student Workbook. As suggested in the teachers’ introduction, baseline activities can be completed in ‘one colour’ pencil. Children can then use a different colour pencil to assess and highlight new learning during the follow up activity. Share their ideas as a class and group the types of hazards, e.g. ‘things’, ‘people’, ‘places’. Their responses may also need to be sub-divided into ‘real’ and ‘pretend’ – imaginary dangers will seem very real to some children.* Explore why they think these people, places, and things are dangerous. Ask the children who is responsible for keeping them safe? Are the children responsible in any way?

**Recommended resources - ISBN 13: 978-0140504880 & ISBN 13: 978-0552558457 *Things that ‘scare us’… Use children’s stories, such as Tony Ross’ ‘I’m Coming to Get You!’ and Helen Cooper’s ‘The Bear Under the Stairs’, as a lead in to a discussion about imaginary dangers. Discuss dangers that we cannot see, for example dangerous gases or harmful rays from the sun. Why do we need to protect ourselves from these dangers? Discuss the use of sun protection. Ask the children who decides to put suncream on their skin? How can the children help this person with this duty? Introduce the children to the 1decision website and workbooks and explain to them how they are going to be working (1decision introduction activity can be used here if preferred). Now discuss different ways that we can keep ourselves safe from dangers or hazards, for example staying close to our parents/carers when we are in an unfamiliar place, not approaching dogs that we do not know and not touching sharp objects. Once the children have discussed ways of keeping safe they can use the ‘I can keep myself safe by..’ activity sheet in their workbook to list five safety tips that they feel are the most important.

1decision resource for starting point: I can keep myself safe by... This activity can be found in the Keeping/Staying Safe section of the Student Workbook or can be downloaded from the website.

For each video, children can use their module chart to record their choice. This chart can be found in the Keeping/Staying Safe section of their Student Workbook or can be downloaded from the website.

Video: Road Safety After watching the video, discuss the following and allow the children to collectively choose the A or B ending. Consider what the risk/danger is to Jack. How dangerous is this? Why? What should Jack do to stay safe? A - A risky choice Why is Jack putting himself at risk? What is he thinking and feeling? How is this affecting Jackâ&#x20AC;&#x2122;s ability to keep himself safe? What could he have done differently? Jack did not look both ways. What do you think may have happened to Jack? What could have happened to the driver of the car? How is Theoâ&#x20AC;&#x2122;s mum feeling? How is Theo feeling? B - A safe choice What was Jack able to do to get his ball back and keep himself safe at the same time? Who helped him? Reinforce the learning point that Jack had a choice. He was concerned about his ball but he thought about the situation and the risk and he made a decision. Jack was able to do something to keep himself safe. Can we think of a rule to help us or someone like Jack in this kind of situation? How can we keep ourselves safe when we need to cross the road? Explore different methods of road safety techniques, such as the green cross code. Discuss other possible outcomes for this scenario

Resources for ‘Road Safety’ Safe place to cross 1 Safe place to cross 2 Deedee cut-outs These activities can be found in the Keeping/ Staying Safe section of the Student Workbook or can be downloaded from the website.

1 Decison A4 book:Layout 1 19/05/2015 14:54 Page 9

1 Decison A4 book:Layout 1 19/05/2015 14:54 Page 10

Turn to page 61 and cut out the pictures of Deedee.

Where are the safest places41 to cross? - outs from page andUse glue to stick the pictures of Deedee in the safest places. t places to cross the road .

1 Decison A4 book:Layout 1 19/05/2015 14:54 Page 10

Turn to page 61 and cut out the pictures of Deedee. Use Deedee cut - outs Where are the safest placesyour to cross? Use glue to stick the pictures of Deedee in the safest places.

from page 41 and glue them on the safest p t places to cross the road .

What should Deedee do if there is not a crossing available?

Talk with your Teacher the steps Deedee e should take if there was not a crossing available.

e should take if there was not a crossing available.

Video: Leaning Out of Windows After watching the video, discuss the following and allow the children to collectively choose the A or B ending. Consider what the risk/danger is to Casey. How dangerous is this? Why? What should Casey do to stay safe? A - A risky choice Why is Casey putting herself at risk? What is she thinking and feeling? How is this affecting Casey’s ability to keep herself safe? What could she have done differently? B - A safe choice What did Casey do to keep herself safe? Who did she listen to? Reinforce the learning point that Casey listened to her mum. She thought about the risk and she made a decision. Casey was able to do something to keep herself safe. Can we think of a rule to help us or someone like Casey in this kind of situation? Discuss other possible outcomes for this scenario. Can the children think of a time where they have listened to someone else? Could certain things, such as being excited or rushing, stop them from listening?

Video: Staying Safe (With people/going off with someone without checking with a trusted older person) After watching the video, discuss the following and allow the children to collectively choose the A or B ending. Consider what the risk/danger is to James. How dangerous is this? Why? What should James do to stay safe? A- A safe choice What was James able to do to keep himself safe? Who helped him? Reinforce the learning point that James had a choice. He was bored and cold but he thought about the situation and the risks. He listened to his feelings and doubts and he made a decision. James was able to do something to keep himself safe.

B - A risky choice Why is James putting himself at risk? What is he thinking and feeling? Emphasise the importance of Casey not feeling sure about what he was being invited to do. What could he have done differently? Can we think of a rule to help us/someone like James in this kind of situation? Discuss other possible outcomes for this scenario

Extra resources for ‘Additional activity’: Who keeps me safe? This activity can be found in the Keeping/Staying Safe section of the Student Workbook or can be downloaded from the website.

Additional activity: Discuss with the children ‘people who will help keep me safe’ (talking together, sharing stories, drawing and painting, collecting pictures, collage, role play) and ‘people who I need to keep safe from’. Within their Student Workbook, children have the opportunity to design a safety poster. Ask the children to think of a phrase or word to describe someone we do not know very well? This can be a new word, for fun, such as ‘dontknowweller’. It is very important that children understand that ‘stranger danger’ is misleading.

Video: Tying Shoelaces After watching the video, discuss the following and allow the children to collectively choose the A or B ending. Consider what the risk/danger is to Jayden. How dangerous is this? Why? What should Jayden do to stay safe? A - A risky choice What is Jayden doing to put himself at risk? Why is Jayden putting himself at risk? What is he thinking and feeling? How is this affecting Jayden’s ability to keep himself safe? What could he have done differently? B - A safe choice What was Jayden able to do to enjoy playtime and keep himself safe? Who helped him? Reinforce the learning point that Jayden had a choice. He was excited and impatient to get out to play but he listened to his teacher, considered the situation and the risk and made a decision. Jayden was able to do something to keep himself safe. Discuss other possible outcomes for this scenario

Ask the children if they can remember a time they have been in a rush or excited to do something. Can we think of a rule to help us or someone like Jayden in this kind of situation when we are excited and in a rush to do something?

Follow up activity with pupils to consolidate learning (Assessment for learning and of learning) Ask the children to review their earlier list of things, people, and places they keep themselves safe from, written in their journal. Are there any things they want to add? Ask them to do this activity using a different colour pencil. Ask them how they think they keep themselves safe in these different places and situations, and make a note of these. Consider which of the children’s strategies are dos and which are don’ts, e.g. ‘do look’, ‘do ask’, ‘do tell’, ‘don’t touch’, or ‘don’t go with them’. Ask the children to think (individually or in pairs) about which ‘strategies’ they can use that will help keep them safe with one kind of danger only and those that can be used in different dangerous situations. Reference can be made to the four video clips to illustrate possible answers, such as listen to a parent, teacher, or other trusted adult. Discuss who they can talk to if they are scared or worried about a situation. Extra Discussion Point: Adults can normally help in most situations but discuss with the children who they can talk to if they are worried about something an adult tells them. Discuss the difference between ‘secrets’ and ‘surprises’ (such as birthday surprises). Should we keep adult secrets? What should we do if we feel nervous or scared about something an adult has told us? Who should we tell? Ask the children in groups to develop some ‘safety rules’ that could be used in any situation. Share rules and explore commonality. Agree a set of general safety rules. Emphasise the importance of telling or asking someone for help.

1decision resources for follow up activity: Who can I talk to if I am scared or worried? Our safety rules These activities can be found in the Keeping/Staying Safe section of the Student Workbook or can be downloaded from the website.

Extended learning When am I most at risk? Talk with the children about how they behave when they get excited, frightened, upset, and angry. This could be used during circle time learning. Ask them to think of ways in which this might affect their ability to keep themselves safe, e.g. we rush about, we don’t look, or we let people make us do things. Emphasise that when we are upset, excited, or frightened we may forget our safety rules. How can we help keep ourselves safe when we are feeling like this? Talk about the importance of keeping calm and stopping to think. Refer back to the video clips and what affected the choices Jack, Casey, James, and Jayden made.

Reflection and Assessment Where are the places we need to keep safe? What are the things we need to keep safe from? Who are the people we need to keep safe from? Ask the children to complete their student learning record at the back of their Student Workbook, writing or drawing what they feel they have learnt in this module. Revisit the learning outcomes for this module and ask the children to complete one or both of the following sentences: Some of the different dangers I now know are... I will keep myself safe by...

Additional areas of exploration (using drawing and writing, discussion, role play and circle approaches)

Focus on keeping safe indoors (home and school) Focus on keeping safe outdoors (home and school) Focus on people - Who will help keep me safe? Who are the people we have to keep safe from? Take the children for a walk around the school and ask them to look out for signs or features that keep them safe. For example; fire doors/bell, fences, safety glass, fire exit signs. Discuss what might happen if these features did not exist. Now ask the children to think about signs that they may see in or out of school that exist to help keep them safe. If possible, how the children some examples via pictures/photgraphs, do they recognise any? If so, where have they seen them before? Our ‘Warning Signs’ worksheet offers the opportunity to explore a collection of signs which children should be aware of

1decision resource for extended learning: Warning signs This activity can be found in the Keeping/Staying Safe section of the Student Workbook or can be downloaded from the website.

Here are some extra activities. Is it safe? Spot danger Create your own warning sign

These activity sheets provide more opportunities to explore Keeping/Staying Safe. Please note: depending on children’s experiences they may score the item differently. This activity can be found in the Keeping/Staying Safe section of the Student Workbook or can be downloaded from the website.

Circle approach prompts... Something that makes this place risky is… A person I know who keeps me safe is... I feel safe when... If I have a bad feeling about something I will …

All Resources for Keeping/Staying Safe (Student Workbook and Downloads) Module Chart Print or use this sheet to allow pupils to record choices made for each video. I Can Keep Myself Safe by…. Pupils can use this sheet to write their answers. Who Keeps Me Safe? Pupils can use this sheet to write their answers. Safe Places to Cross 1 and 2 Pupils can cut out Deedee from the Deedee cut-out page, within their Student Workbook (this activity can be downloaded from the website). Allow students to glue Deedee on the safest place to cross the road in each of the pictures. Discuss the steps Deedee would need to take if there was not a crossing available. Who Can I Talk to if I am Scared or Worried? Pupils can use this sheet to write their answers. Our Safety Rules Pupils can use this sheet to create a collection of safety rules that they should follow. Warning Signs Ideally this activity is suggested as a group exercise. It may benefit the children if teachers can provide empty and safe examples of household dangers (i.e., a bleach bottle) or images of places we would find warning signs, in order to enhance learning. Is it Safe? Pupils can use the traffic light system to assess the risk of the items. Spot Danger Pupils can use the traffic light system to assess the risk of the actions in each of the photographs. Extra Activities: The following can be found in the Student Workbook or can be downloaded from the Keeping/Staying Safe module: Draw a safety poster Create a warning sign

Certificate Certificates can be downloaded from the website for individuals or the whole class.

This Certificate is Awarded to ..................................................................................................................

for completing the 'Keeping/Staying Safe' Module

Date............................................................Signed................................................................

**Recommended Resources • •

‘I’m Coming to Get You!’ by Tony Ross; ISBN 13: 978-0140504880; Picture Puffin (1986). ‘The Bear Under the Stairs’ by Helen Cooper; ISBN 13: 978-0552558457; Random House Children’s Publishers UK (2008)

Useful Links/Additional Resources for Keeping/Staying Safe • • •

Royal Society for the Prevention of Accidents (RoSPA) www.rospa.com Noreen Wetton and Trefor Williams (2000) Health for Life: Ages 4-7. Nelson Thornes. ISBN 13: 9780174233862 Margaret Collins (2004) Circling Safely: Keeping Safe Activities for Circle Time for 4 to 8 year olds. Lucky Duck Publishing. ISBN 13: 9781904315254

Teacher’s Notes

Introduction A major factor in the health of people in the past century has been the slow but steady change from infection-based diseases to those related to patterns of behaviour (e.g. dietary problems, lack of exercise), hence the ever increasing importance of good health promotion and education. It is important that the approach to health education for children is one designed to equip them with competencies and skills which will enable them to make their own choices and decisions, not just now but in the future. Increasingly, children need opportunities to take responsibility for aspects of their own health and to recognise choices and make decisions about health-related behaviour and activities. A huge amount of evidence, not least around the issue of obesity, suggests that ill health can be avoided or reduced by healthy eating during childhood. Schools can do more to promote sensible eating behaviour through teaching about nutrition, bodily health, and growth. Cleanliness and dental hygiene are important areas of health over which children themselves can have control and take effective responsibility for. Teachers can encourage and support healthy routines to be developed and practised at home. Being responsible for aspects of one’s own health activities not only develops sensible and appropriate personal behaviour but also fosters a sense of achievement, self-confidence, and self–esteem. It is also important to teach children about medicines to enable them to recognise the risks and benefits associated with medicinal drugs. This will help them begin to develop skills to support and lead healthy and safe lives regarding substance use.

Learning outcomes for pupils from this module All pupils will... • • • •

Know that food is needed for bodily health and growth and that some foods are better for good health than others Understand the need for and be able to practise simple personal cleanliness routines, e.g. washing hands and brushing teeth Begin to understand that some diseases are infectious and that transmission may be reduced when simple safe hand-washing routines are introduced Know, understand, and be able to practise simple safety rules about medicinal drugs

Starting point Topic: Keeping/Staying Healthy Baseline assessment activity on keeping healthy Ask the children to draw pictures of a healthy person and a not so healthy person on a page in their learning journal. Then ask them to label, using just one colour, how each of the healthy and unhealthy people are feeling. Discuss their answers. Activity from ‘health for life’* – how do healthy people look? Invite the children to show how healthy people feel, look, and move, using posture, movement, and facial expressions. Contrast this with how not so healthy people feel, look, and move. Extra Activity: What makes me healthy and keeps me healthy? Ask the children to draw and write their answers, in one colour, in the learning journal section of their Student Workbook. Log in to 1decision to allow pupils to watch Keeping/Staying Healthy video clips.

For each video, children can use their module chart to record their choice. This chart can be found in the Keeping/Staying Healthy section of the Student Workbook or can be downloaded from the website.

Video: Healthy Eating After watching the video, discuss the following and allow the children to collectively choose the A or B ending. Consider why Casey does not want her lunch. Why does Casey want to eat chocolate and sweets? What should Casey do instead? A – Healthy choice How did Casey’s choice make a difference to her health? How did Casey feel when she left the dentist? B – Less healthy choice What could Casey have done differently? How would toothache make her feel? How is she feeling about having a tooth taken out? Discuss other possible outcomes for this scenario

Why do I eat and what do I eat? Talk with the children about the reasons why they eat or ask them to explain, by drawing and writing, why they eat. Then share ideas with the rest of their group. Without discussion with their peers, ask the children to draw and label foods that they think keep them healthy in the learning journal section of their Student Workbook. With the children, make a list of the foods they like. Talk with them about why they like these foods. Ask them to help you present their views as a chart/table which shows the number of times each type of food is mentioned. Explore with the children what they think it is about these foods or what is in these foods that makes them ‘healthy’. It is important to discover how children explain this before giving them new information about food for growth, energy, and nutrition. Avoid terms such as good and bad foods and distinguish between ‘treats’ and those which are needed for growth, energy, and good health. Refer back to their drawings of a healthy and an unhealthy person from the baseline activity. Once you have established what the children know, discuss the importance of a balanced diet, referring back to Casey’s choice to eat chocolate every day instead of her lunch. Ask the children to think about their ‘food days’ (what they eat during the day) and improving the balance between the foods which are treats and those which are needed for growth, energy, and good health. 1decision Resources for ‘Healthy Eating’: Healthy Dinner Unhealthy Dinner These activities can be found in the Keeping/Staying Healthy section of the Student Workbook or can be downloaded from the website.

Extended learning Choosing for myself Talk with the children about a meal they have eaten recently. Who told them to eat it? What did that person say? Talk about times when the children think they have had some choice, at school, at home, in a shop. Talk about choosing foods which make you healthy in these situations. Ask them to look out for more opportunities to choose themselves.

Video: Brushing Teeth After watching the video, discuss the following and allow the children to collectively choose the A or B ending. Consider why Ellie does not want to brush her teeth. Why does she think it is ok not to brush them? What should she do? A – Less healthy choice What could Ellie have done differently? How would she be feeling when the dentist told her she needed fillings?

B – Healthy choice How did Ellie’s choice make a difference to her health? How did Ellie feel when she left the dentist? Discuss other possible outcomes for this scenario

Why is it important to brush our teeth? When? How often? How did we learn to brush our teeth? Who showed us? Share memories of learning to brush teeth. Who helped us, and how did they do this? For example, consider songs such as “This is the way we brush our teeth” (teacher share own experience). Why might we not brush our teeth? Generate a list of reasons with the children, such as sometimes we forget if we are not reminded by someone else; too tired; too busy/not enough time. Ask the children to think of ideas/strategies to use for when they might be tired, going to be busy, forget. Ask the children to design a cleaning teeth reminder message sheet to put up at home. You may wish to ask the children to bring their toothbrushes in to class and in small groups, with observation, let them practise brushing their teeth. 1decision Resources for ‘Brushing Teeth’: I can brush my teeth This activity can be found in the Keeping/Staying Healthy section of the Student Workbook or can be downloaded from the website.

Video: Washing Hands After watching the video, discuss the following and allow the children to collectively choose the A or B ending. Consider why Casey does not want to wash her hands. Why does she think it is ok not to wash them? What should she do? A – Less healthy choice What could Casey have done differently? What could happen as a result of not washing her hands? B – Healthy choice How did Casey’s choice make a difference to her health? How did Casey feel when she made a good choice? Discuss other possible outcomes for this scenario

Why is it important to wash our hands? Coloured chalk experiment with three volunteers (one with chalk on hands) to show how germs can be spread by touching an object which is then touched by others. Demonstrate around the classroom. Include picking up an apple or other food item to eat.

When is it especially important to wash our hands? Demonstrate how to wash hands effectively and practise opportunities for children. Ask the children to think of a message about washing hands which they can share with others. They could create a poster for home or school.

1decision resource for ‘washing Hands’: I can wash my hands (Practice sheet) This activity can be found in the Keeping/Staying Healthy section of the Student Workbook or can be downloaded from the website.

Topic: Medicine Using medicine safely: Gentle introduction **Recommended resource - ISBN 13: 978-0340894118 Read Inga Moore’s story Six Dinner Sid (McDonald Young books).

Ask questions to recap the story and check understanding, Ask the children if there was a point in the story when they felt concerned for Sid? Explore responses. Develop the point of Sid having a dose of medicine at the Vets not once but six times. Explain to the children that medicines can be harmful if they are not taken correctly but they can also help and even save lives.

Video: Medicine After watching the video, discuss the following and allow the children to collectively choose the A or B ending. Why does Theo feel poorly? Consider why Jack wants to help Theo feel better? How does Jack think he can help? What should Jack or Theo do? A – Less healthy choice What could Jack or Theo have done differently? What could happen as a result of taking the tablets? B – Healthy choice How do Jack and Theo feel now? What should Jack or Theo do next? How will Theo start to feel better? Discuss other possible outcomes for this scenario

Important We believe that children at times remain curious about particular subjects. Please send a letter to parents/carers to let them know you have been teaching the children about medicines so that they can reinforce the safety message at home.

Talk with the children about a time when they were ill and had to have medicine to help them get better. Where did the medicine come from? Who gave it to them? How often? How much? Develop a set of â&#x20AC;&#x2DC;medicine-wiseâ&#x20AC;&#x2122; rules with the children. What else can make us feel better when we are ill? 1decision resource for using medicines: Medicine This activity can be found in the Keeping/Staying Healthy section of the Student Workbook or can be downloaded from the website.

Follow up activity with pupils to consolidate learning (Assessment for learning and of learning) Return to the childrenâ&#x20AC;&#x2122;s starting activity in their learning journal and ask them if there is anything else they would like to add (in a different colour). Discuss the things that healthy people do: - all of the time - some of the time - never

Make a healthy message board Revise all the work relating to being healthy and keeping healthy. Make or draw a healthy message board recalling all the activities of the healthy people they have explored. Invite the children to write and illustrate some health messages to go on the board. 1decision resource for follow up activity: Healthy Message Board This activity can be found in the Keeping/Staying Healthy section of the Student Workbook or can be downloaded from the website.

Reflection and Assessment Ask the children to complete their student learning record at the back of their Student Workbook, writing or drawing what they feel they have learnt in this module. Refer back to the learning outcomes. Another option is to ask them to write or draw the answers to the following: I can keep myself healthy by... I will only take medicine from...

Extra circle time discussion What do I do to make and keep myself healthy? What else can I do? What do I need to get better at? Who can help me?

All Resources for Keeping/Staying Healthy (Student Workbook and Downloads) Module Chart Print or use this sheet to allow pupils to record choices made for each video. Healthy Dinner Pupils can use this fun sheet to design a healthy meal Unhealthy Dinner Pupils can use this fun sheet to design an unhealthy meal I Can Brush My Teeth Print off the sheet and encourage the children to practise this method, ask them to bring in their toothbrush and practise in small groups. I Can Wash My Hands Pupils can use this step-by-step instruction sheet to practise washing hands Medicine Pupils can use this sheet to write their answers Healthy Message Board Ask the children to create their own healthy message. Certificate Certificates can be downloaded from the website for individuals or the whole class.

This Certificate is Awarded to ..................................................................................................................

for completing the 'Keeping/Staying Healthy' Module

Date............................................................Signed................................................................

**Recommended Resources •

‘Six Dinner Sid’ by Inga Moore; ISBN 13: 978-0340894118; Hodder Children’s Books (2004).

Useful Links and Referenced Resources for Keeping/Staying Healthy • • •

*Health for Life: Ages 4 - 7 by Noreen Wetton and Trefor Williams; ISBN 13: 978-0174233862; Nelson Thornes (2000). www.foodinschools.org.uk www.foodafactoflife.org.uk – contains a wealth of free resources

Teacher’s Notes

Introduction Relationships are an integral part of our lives. Whether good or bad, they have a profound influence on us. Children need to be encouraged and supported to develop ‘effective and fulfilling’ relationships. In early childhood settings, each moment that a teacher and child interact with one another is an opportunity to develop positive relationships. Years of research by the Centre on the Social and Emotional Foundations for Early Learning (US) has suggested that teacher-child relationships play a significant role in influencing young children’s social and emotional development. In studies of teacher-child relationships, children who had a secure relationship with pre-school and/or early year’s teachers demonstrated good peer interactions and positive relationships with teachers in Primary and Secondary settings. Furthermore, the same study showed children who had insecure relationships with teachers in early year’s had more difficulty interacting with peers and engaged in more conflict with teachers in later years. In addition, research has shown that teacher’s interaction styles with children help them to build positive and emotionally secure relationships with adults. For instance teacher’s smiling behaviours, affectionate words, and appropriate physical contact help promote children’s positive responses towards teachers. Also, children whose teachers showed warmth and respect towards them (e.g. listened to them, made eye contact, treated them fairly) developed positive and competent peer relationships. Moreover, children who had secure relationships with their teachers demonstrated lower levels of challenging behaviour and higher levels of competence in lessons. When developing relationships with young children, teachers should pay attention to the cultural, linguistic and individual needs of each child. The importance of adapting strategies to meet the unique needs of the children in a teacher’s care cannot be overstated. This module provides the opportunity to approach difficult issues that can affect relationships with ease and in a fun and interactive way.

Learning outcomes for pupils from this module All pupils will…. • • • • • • • • •

be able to recognise and name a range of feelings understand that feelings can be communicated without words understand the importance of caring about other people’s feelings be able to see things from another’s point of view be aware of different types of relationships between friends and families, and to develop simple skills to be effective in relationships be able to recognise and begin to understand the nature of bullying behaviours know simple strategies to respond to these bullying behaviours know who and how to ask for help

Starting point Topic: Relationships Baseline activity - Special people Ask the children (no discussion) to draw a picture of themselves in their learning journal and to make a list of ways they can look after other people, using one colour. This activity will give you an overview of what the children know already, which will be utilised later in the module. Extra Baseline Activity Invite the children to draw and label all the people who are special to them. Invite them to tell their group or class about their special people at home, school, or elsewhere. Explore with the children why these people are special, for example they look after me or we play together. Emphasise the uniqueness of these kinds of relationships. 1decision resource for extra baseline activity: Who/What is special to me? This activity can be found in the Relationships section of the Student Workbook or can be downloaded from the website.

Activity: Relationship Web Discuss with the children the people who care for and help us and the people we care for and help; the people who love us and the people we love. Talk about the different relationships people have with the different groups of people known to them, for example family, friends, teachers, doctors, etc. Ask the children to complete the Relationship Web to help them understand different kinds of relationships. Ask them to draw themselves in the middle of the circle and then to put the names of eight people with whom they see regularly around the web, drawing different types of lines to show the different sorts of connections that exist (i.e. family, friends, doctor, neighbour etc). Relationship Web (Instructions also appear in the workbook) Draw yourself in the middle of the circle. Draw a dotted line to your friends. Draw a line of arrows to your family. Draw a wavy line to people you know a little. Draw a red line to all the people who care and look after you. Draw a yellow line to the people you love. Draw a green line to the people you look after and care for. Draw a blue line to the people who love you. Develop responses into a class web to show the people with whom the children have important relationships.

Resource for Relationship Web activity: Relationship Web This activity can be found in the Relationships section in the Student Workbook or can be downloaded from the website.

For each video, children can use their module chart to record their choice. This chart can be found in the Relationships section in the Student Workbook or can be downloaded from the website.

Topic: Bullying Ask the children (without discussion) to imagine someone who is being bullied, and ask them to draw a picture of this boy or girl in their learning journal. They can write or draw how this child is feeling. What is happening to them? If you were their friend how would you feel? What would you say to them? This will highlight their current knowledge of this subject. Class discussion with children: Share responses and discuss. Refer to procedures within your school that tackle bullying. Log in to 1decision to allow pupils to watch the Relationships video clips.

Video: Bullying After watching the video, discuss the following and allow the children to collectively choose the A or B ending. How is Jack feeling? How is the bully feeling? How is the bully’s friend feeling? Should the friend have told somebody what was happening? A – Not the best choice for all How is Jack feeling now? How is the bully feeling? How is the bully’s friend feeling now? What could the bully have done differently? Who could the bully’s friend have told about the situation? B – The best choice for all How does each of the friends feel now? Discuss other possible outcomes for this scenario Further discussion: Imagine a girl or boy about your age is bullying someone else. What are they doing when they are bullying? Why do you think they are doing this?

How do you think they feel when they are bullying? If you were their friend how would you feel? What would you say to them? If we thought someone was being bullied what could we say? What could we do? Who would we tell? What do we think the bully would do? Sentence stem: I can... Extra Activity Deedee’s Anti Bullying Oath can be downloaded from the website. Offer students the opportunity to sign Deedee’s oath and collectively stand up against bullying.

Topic: Body Language How can I tell how people are feeling? Talking together; collecting and sorting pictures; mime and movement; drawing. A useful resource for exploring and deepening children’s understanding of feelings is a collection of pictures of people laughing, crying, looking sad, worried, frightened, etc. Invite the children to sort the pictures into groups, using their own criteria. With your help the children can make labels for each group, for example: ‘these are laughing faces’. They can then add more pictures to the collection, for example photographs and pages from magazines, and their own drawings and paintings.

Video: Body Language After watching the video, discuss the following and allow the children to collectively choose the A or B ending. How is/was Amber feeling? How do you know? What clues are there? Bring in voice as well as facial expressions and posture. Talk about being a ‘feelings detective’. A – The best choice for all How does Amber feel? What did her friend do that was different? B - Not the best choice for all How does Amber feel now? How are her friends feeling? What could her friends have done differently? Discuss other possible outcomes for this scenario Explore in mime and movement the facial expressions and body language of laughter, sadness, unhappiness, anger, fright, etc. Talk with the children about times when they have felt like this, and why. When they felt unhappy, what made them feel better?

Resource for ‘Body Language’: Different Faces This activity can be found in the Relatiosnhips section of the Student Workbook or can be downloaded from the website.

Video: Friendship After watching the video, discuss the following and allow the children to collectively choose the A or B ending. How was each of the friends feeling in the video? What could they have done differently? A – The best choice for all How does each of the friends feel now? B - Not the best choice for all How does each of the friends feel now? What could they have done differently? What has happened to their friendship? Discuss other possible outcomes for this scenario Remind the children that lots of them drew and talked about their friends when they were thinking about their special people. Talk with the children about the friends they have made in school and friends out of school, friends of different ages and friends they have known for a short and long time. Consider all the things friends do with and for each other. Build up a bank of words. These could be explored through role play, drawing, and writing. Ask the children if there are rules for keeping friends. Talk about what makes a special friend. Ask the children to draw and label/ write an advertisement, which can be completed in the learning journal. How can you be a good friend? Share ideas. Discuss with the class: What would it be like to have the ‘perfect friend’? Nobody is perfect, but if you could create a perfect friend what would they be like?

Resource for ‘Friendship’: Draw the Perfect Friend This activity can be found in the Relationships section of the Student Workbook or can be downloaded from the website.

Topic: Touch Baseline activity: Without discussion, ask the children for examples of ‘appropriate’ and ‘inappropriate touch’. You could create a chart and allow the children to decide what is and is not acceptable for them. Examples are biting, cuddling, kicking, etc. Ask them if there is anything they do to others that is not very nice. Do they hit their brothers or sisters or their pet? This can be revisited at the end of the session. This can also be completed in the learning journal section of their Student Workbook.

Video: Touch After watching the video, discuss the following and allow the children to collectively choose the A or B ending. Discuss how Theo, Jack, and Leah are each feeling. A – The best choice for all How does Theo feel? How does Leah feel? What has happened to help the situation? B – Not the best choice for all How does Theo feel? How does Leah feel? What could Theo have done to prevent Leah from making him feel sad again? Discuss other possible outcomes for this scenario

Resource for ‘Touch’: Appropriate touching This activity can be found in the Relationships section of the Student Workbook or can be downloaded from the website.

Note to teaching staff: When working around these topics, particularly ‘Touch’, it is possible that a child could disclose something that could raise concern. In this instance, please refer to your child protection/safeguarding policy.

Follow up activity with pupils to consolidate learning (Assessment for learning and of learning) Ask the children to revisit their picture of a boy/girl who is being bullied and their earlier list of ‘appropriate’ and ‘inappropriate’ touch. Are there any things they would like to add? If they have completed these tasks in their learning journal, ask them to complete this section in another colour to highlight new learning.

Wall displays of drawings/writing We think bullies do these things because... We think children who are being bullied feel... If our friend or someone in our school was being bullied we would feel... This is what we would say and do: This is who we would tell: In groups, children should develop the following messages: If I am being bullied I have a right to... If I think someone is being bullied I have a responsibility to... If I tell a grown up I know they will...

Have your class signed ‘Deedee’s Anti-Bullying Oath’? Reflection and Assessment Ask the children to think of all the things they have learnt: What makes a bully? What makes a good friend? How do we know if a person is feeling unhappy or sad? What should we do if somebody makes us feel uncomfortable? Ask the children to complete their student learning record at the back of their Student Workbook, writing or drawing what they feel they have learnt in this module. Refer back to the learning outcomes and ask them what they feel they have learnt in this module. Another option is to ask them to write or draw the answers to the following: I can be a good friend by... If I feel uncomfortable with something I can... If I am worried about somebody I can...

All Resources for Relationships (Student Workbook and Downloads) Module Chart Print or use this sheet to allow students to record choices made for each video Who is Special to Me? This activity offers children the opportunity to write or draw about the people or things that are special to them. Relationship Web Pupils can follow the instructions to create their relationship web Different Faces Pupils can use this fun sheet to draw their interpretation of different facial expressions Draw the Perfect Friend Pupils can use this sheet to design the perfect friend and label his/her qualities.

Appropriate Touching Pupils can use the traffic light system to fill in their answers Certificate Certificates can be downloaded from the website for individuals or the whole class.

This Certificate is Awarded to ..................................................................................................................

for completing the 'Relationships' Module

Date............................................................Signed................................................................

Useful links/additional resources for Relationships •

• • • •

www.standupfoundation.com Mission: To raise awareness of the long- term, damaging effects of bullying and to raise funds to support those doing real-world work to stop it. www.anti-bullyingalliance.org.uk http://www.childline.org.uk/Explore/Bullying www.nspcc.org.uk/inform/.../bullying www.bullying.co.uk

For more information on teacher-child studies please read: •

Kontos, S. & Wilcox–Herzog, A. (1997). Teachers’ Interactions with Children: Why are they so important? Young Children, 52(2), 4-12 ISSN-0044-0728

Teacher’s Notes

Introduction People are not born with responsible actions, but rather a responsible character is formed over time, made up of our outlook and daily habits associated with feelings, thoughts, and actions. Responsible children act the way they should whether or not anyone is watching. They do so because they understand that it’s right and because they have the courage and self-control to act decently, even when tempted to do otherwise. We want our children to appreciate the importance of being responsible. We also want them to develop the habits and strength to act this way in their everyday lives. Learning to be responsible includes learning to: • • • • •

respect and show compassion for others; practise honesty as a matter of course; show courage; develop self-control; maintain self-respect.

Compassion As part of being responsible, children need to respect and show concern for the well-being of other people. Respect ranges from using basic manners to having compassion for the suffering of others. Compassion is developed by trying to see things from the point of view of others, and learning that their feelings resemble our own. Respect for others also includes the habit of treating people fairly as individuals, regardless of race, sex, or ethnic group. As we mature, respect includes realising that not all our obligations to others, such as caring for a family member who is sick, are chosen freely. Compassion also includes tolerance for people who do not share our beliefs or likes or dislikes, as long as they do not harm others. Honesty Honesty means telling the truth. It means not misleading others for our own benefit. It also means trying to make decisions, especially important ones, on the basis of evidence rather than prejudice. Honesty includes being honest with ourselves. To understand the importance of being truthful to others, our children need to learn that living together depends on trust. Without honesty, trusting each other becomes impossible.

Courage Courage is taking a position and doing what is right, even at the risk of some loss. It means being neither reckless nor cowardly, but accepting our duties. It includes physical courage, intellectual courage to make decisions on the basis of evidence, and moral courage to stand up for our principles. Courage does not mean never being afraid. It can involve trying to overcome our fears, such as a fear of the dark. But our children also need to learn that sometimes being afraid is ok. Self-Control Self-control is the ability to resist inappropriate behaviour in order to act responsibly. It relates to all of the different aspects of responsibility mentioned so far, including respect and compassion for others, honesty, and courage. It involves persistence and sticking to long-term commitments. It also includes dealing effectively with emotions and developing patience. Self-Respect Children with self-respect take satisfaction in appropriate behaviour and hard-won accomplishments. They don’t need to put others down in order to respect themselves. Children who respect themselves also view selfishness, loss of self-control, recklessness, cowardice, and dishonesty as wrong. As they mature, if they have learnt the lessons of responsibility, they will develop a good conscience to guide them.

Learning outcomes for pupils from this module All pupils will… • • • •

be able to identify and explain what things they have learnt to do for themselves and understand what duties they are responsible for daily be able to discuss ways they can improve in an activity or sport know how they can help people around them understand the importance of taking responsibility for their actions

Starting point Topic: Being Responsible Baseline activity on being responsible Now I am growing up, what can I do? Ask the children (without discussion) to make a list (using one colour) in the learning journal section of their Student Workbook of all the things that they can do for themselves that they could not do as babies, for example feed themselves and get dressed. We can revisit this list at the end of the module. Ask who did those things for them when they were babies. How do babies and very young children behave when they want something or need help? Now I am growing up, what can I do for myself and for others? What do I still need help with? Who are the people who help me?

Teachers should also contribute to this. Discuss a range of people in the family, school, and community. Conclude with what is good about being bigger and older. Sum up with learning to do and being able to do more things, being responsible for more things that we do, how we behave, and looking after ourselves and others.

**Recommended resource - ISBN 13: 978-1405210812 Jill Tomlinson’s The Gorilla Who Wanted to Grow Up (2014).

Ask the children to complete the ‘When I am 11’ activity sheet.

1decision resource for starting point: When I am 11 This activity can be found in the Being Responsible section of the Student Workbook or can be downloaded from the website.

For each video, children can use their module chart to record their choices This chart can be found in the Being Responsible section of the Student Workbook or can be downloaded from the website.

Topic: Practice Makes Perfect Talk with the children about the things that they (and you) are learning to do now and are getting better at; at home, at school and other places. Explore with the children how they are getting better at these things. Is it just that they are bigger and older? Is it still hard?

Video: Practice Makes Perfect After watching the video, discuss the following and allow the children to collectively choose the A or B ending. In the video, how is Casey feeling? How is the dance teacher feeling? How are the rest of the children feeling?

A – Not the best choice How is Casey feeling? How is the dance teacher feeling? How are the rest of the children feeling? What could Casey do differently? Could the dance teacher have done anything differently? B – The best choice How is Casey feeling? How is the dance teacher feeling? How are the rest of the children feeling? What did Casey do differently? Discuss other possible outcomes for this scenario Circle approach (This can be completed in the learning journal if preferred) Invite the children to complete the sentence stems... Something I’ve got better at is... Something I’ve had to practise really hard at getting better at is... Something I want to get better at is... Invite the children to identify one skill or something they find hard, which they think they could improve. Encourage them to think about how they might do this and who could help them. Ask pupils to set themselves a target and to ask for help from friends and family to reach that target. Share with a partner. How can we help each other reach our targets? Share one of your own goals and explain how you could become good at that skill but also that encouragement, such as ‘you can do it’, is important. Ask for examples of targets from the children if they would like to share them. Ask them to think about other children’s targets that they might be able to help with. 1decision resource for ‘Practice Makes Perfect’: Target Sheet This activity can be found in the Being Responsible section of the Student Workbook or can be downloaded from the website.

Video: Helping Someone in Need After watching the video, discuss the following and allow the children to collectively choose the A or B ending. How is the lady feeling? What does Theo want to do? What does Jayden want to do? A – Irresponsible choice Why does Jayden decide to not help the lady? How is Theo feeling? How is the lady feeling now that she can hear children laughing at her? Should Jayden listen to his friend? Discuss the term ‘peer pressure’ and ask the children if they sometimes do things they don’t want to but they feel they have to. B – Responsible choice How does Jayden feel? How do the rest of the children feel? How is the lady now? What action helped the lady? * Is it OK for Jayden to take the chocolate? Discuss other possible outcomes for this scenario

Why is it good to help people? What type of people should we not approach when out playing? *Ask the children if it was safe to take the chocolate from the lady. When is it not OK to take things from people we do not know/do not know very well? Revisit with the children the earlier list of people who help us. Invite the children to think about: Someone who has helped me at home… Someone who has helped me at school… Someone who has helped me outside… Think about how you felt when somebody helped you. Think of someone you’ve helped. How did it make you feel? Who might need help? Explore What might stop us from helping someone? Revisit the term ‘peer pressure’. With the children, group the responses and reflect on when we might be able to safely help someone ourselves and when we might need to tell someone else or get someone else to help. Additional activity: Sentence stem I can be thoughtful at home by... I can be thoughtful at school by... 1decision resource for additional activity: Being kind and thoughtful This activity can be found in the Being Responsible section of the Student Workbook or can be downloaded from the website.

Video: Stealing After watching the video, discuss the following and allow the children to collectively choose the A or B ending. Why does James want to take the chocolate bar? How is Casey feeling? A – Responsible choice How is James feeling when he decides to not take the chocolate bar? How is Casey feeling? How was their visit to the shop? Would Mum let them go again? B – Irresponsible choice How is the shop keeper feeling? How does James feel when he takes the chocolate for free? How does he feel when the police take him home? How is Mum feeling? What could happen if James stole again? Discuss other possible outcomes for this scenario Think of a favourite toy or possession and imagine that someone wants to borrow it. How would you feel? What would you say?

Now think of the same favourite toy or possession and imagine that someone borrows it without asking you. How would you feel? What would you say? You may wish to explore the concept of borrowing without asking and not returning, Can you think of something you’ve borrowed without asking? How might the person it belongs to feel? Explore the difference between borrowing and stealing. How do they feel to the owner?

**Recommended resource - ISBN 13: 978-0140503012 Read the story Burglar Bill by Janet and Allen Ahlberg Why is it wrong to steal (take things) that are not yours? Imagine how it might feel when something is taken from you? Why do you think Burglar Bill was stealing? What made Burglar Bill realise that stealing was not a good thing to do? 1decision resource for ‘Stealing’: My Favourite Toy This activity can be found in the Being Responsible section of the Student Workbook or can be downloaded from the website.

Video: Water Spillage After watching the video, discuss the following and allow the children to collectively choose the A or B ending. Think about why Mum is asking Casey to help. Why does Jayden think Casey should clear up the water on the floor? A – Responsible choice How do Jayden, Casey, and Mum feel? Were they able to leave on time? B – Irresponsible choice How does Jayden feel? How does Casey feel when Mum falls over? How is Mum feeling? Did Casey own up to what she had done? Could Casey have done something different to prevent this from happening? What action was taken to help Mum? Discuss 111 and 999. Discuss other possible outcomes for this scenario Ask the children if they are old enough to prevent accidents from happening? Can they remember a time when they could have prevented an accident in the home or at school? Additional activity: Ask the children to create a message to prevent accidents in the classroom

1decision resource for additional activity: In class I should… This activity can be found in the Being Responsible section of the Student Workbook or can be downloaded from the website.

Extra activity – OWNING UP - In the ‘Water Spillage’ scenario, Casey owned up to what she had done and took responsibility for her actions, but what could have happened if she had not? Should we always be honest? Is there a time when we ‘should not’ own up to something we have done? Imagine a girl or boy about your age getting the blame for something they haven’t done. In groups, devise and act out a scenario. How do you think they feel? Can you think of a time when you got the blame for something somebody else had done? How did you feel? What did you want the other person to do?

Follow up activity with pupils to consolidate learning (Assessment for learning and of learning) Revisit the baseline activity with the children. Ask them to think of all the things they have learned so far about growing up and how they are becoming more responsible for their behaviour and how they act than when they were younger. Is there anything they would like to add to their original list? Talk about their responsibilities at school. Draw up a charter of the class’ responsibilities for display in the classroom.

All Resources for Being Responsible (Student Workbook and Downloads) Module Chart Children can use this module chart to record choices made for each video.

When I am 11 Children can use this activity sheet to imagine what it will be like to be 11 years old. What things might they be allowed to do in school when they are 11 that they can’t do now? Target sheet Pupils can use this sheet to set a target and identify who can help them reach this target. Being kind and thoughtful Pupils can use the traffic light system to decide if the action is kind or thoughtful My favourite toy Pupils can use this activity sheet to draw their favourite toy and list how they would feel if somebody borrowed this and did not return it In Class I Should… Pupils can use this sheet to create their own classroom safety message. Certificate Certificates can be downloaded from the website for individuals or the whole class.

This Certificate is Awarded to ..................................................................................................................

for completing the 'Being Responsible' Module

Date............................................................Signed................................................................

**Recommended resources • •

The Gorilla Who Wanted to Grow Up by Jill Tomlinson; ISBN 13: 978-1405210812; Egmont UK (2014) . Burglar Bill by Janet Ahlberg & Allen Ahlberg; ISBN 13: 978-0140503012; Picture Puffin (1999)

Useful links/ resources for Being Responsible • •

education.rspca.org.uk/education/teachers/assemblyideas www.free-teaching-resources.co.uk/lesson-ideas/

Teacher’s Notes

Introduction Although there is a small overlap between the work in this module and the Relationships module, it should be emphasised that they remain distinct. The focus in the Relationships module is on recognising and understanding emotions in other people, whereas the focus in this module is on recognising and understanding emotions in oneself and how emotions can affect our bodies, thoughts, and behaviour. It is vital that children are able to recognise and manage their emotions, both now and as they grow up, in order to maintain mental health and positive relationships with others. Education should provide planned curriculum opportunities for children to develop emotionally by offering them the necessary language with which to express their feelings. They should also be equipped with the skills to enable them to form respectful relationships, along with receiving self-knowledge, strategies, and beliefs to cope with difficult situations and life events. To extend the learning in the video clips and accompanying activities, you may wish to use the suggested children’s literature, which can be a very effective learning medium for emotional development. More information is provided at the end of this document.

Learning outcomes for pupils from this module All pupils will… • • • •

be able to recognise and name a range of emotions and their physical effects, distinguishing between those that feel pleasant and those that feel unpleasant or uncomfortable understand that feelings can be communicated with and without words know that we can choose how we act on our emotions and understand that our choices and actions can affect ourselves and other people acquire a range of strategies for managing unpleasant/uncomfortable emotions and be able to apply these in real-world scenarios

Starting Point Topic: Feelings and Emotions Baseline Activity on Feelings and Emotions

What feelings do we know?

If a similar activity has previously been undertaken in the Relationships module, remind children of what they did, including the language used such as ‘feelings’ and ‘emotions’, and ask them how many different emotions can they remember. They can make a list in the learning journal section of their student workbook and revisit this later. Open the activity with a short mime game. Ask the children to vocalise how they are feeling today [demonstrate a feeling with your face and body]. Invite volunteers from the class to do this.

Next, ask them how many different feelings they know. Write up the children’s suggestions and explain that a strong feeling that affects our mood can be called an emotion. Group the different feelings or emotions under key headings, e.g. Happy, Sad, Scared, Angry. Encourage and elicit further suggestions. A useful resource for exploring and deepening children’s understanding of feelings is a collection of pictures of people laughing, crying, looking sad, worried, frightened, etc. Invite the children to sort the pictures into groups, using their own criteria. With your help the children can make labels for each group, for example: ‘these are laughing faces’. They can then add more pictures to the collection, for example photographs and pages from magazines, and their own drawings and paintings.

**Recommended Resource - ISBN 13: 9780688065188 Feelings by Aliki Content: Happy, sad, shy, excited - how do you feel? Sometimes it’s hard to explain your feelings. Additional Baseline Activity: Different Feelings [When might you feel this way?] Students can use the following activity sheet to complete this section. 1decision resource for additional baseline activity: Different Feelings

Different Feelings

When could you experience each of these feelings? Draw or write your answers.

Love

Worry

Scared

ent

Jealous

Happine

Loneline

This activity can be found in the Feelings and Emotions section in the Student Workbook or can be downloaded from the website.

Frustrate

Excitem

Describing feelings and their effects on our bodies: Using the following activity sheet, ask the children to describe or draw different kinds of feelings that we experience in and around our bodies. Some examples may include: butterflies in our belly or weak knees when we are nervous, a headache when we feel angry, a lump in our throat when we are upset, red cheeks when we are embarrassed, and shakes, fast heartbeat, sweaty hands, and feeling sick when we are scared or frightened. 1 Decison A4 book:Layout 1 30/03/2015 10:01 Page 22

Doll DravvFeelings the perfect Friend

1decision resource for additional baseline activity:

What different types of feelings can perfect we feel infriend our body? Draw and describe your Drawexample or write your answers. (for happy/kind

)

Feelings Doll This activity can be found in the Feelings and Emotions section in the Student Workbook or can be downloaded from the website.

.........................................

............................................

.........................................

............................................

.........................................

............................................

.........................................

............................................

Ask the children to think about colours to represent different emotions and why they think their choices are appropriate. This activity could be performed using a large pre-made rainbow of colours and placing the feelings, either written or drawn on cards or post its, on the various colours of the rainbow. From the discussion, elicit the differences in these emotions and the effects they can have on our bodies, for example trembling voice, fast heartbeat, and sweating palms for fear. Which emotions do we enjoy having? Which emotions are ‘uncomfortable’, ‘unpleasant’, or ‘difficult’? Which feelings do we wish would go away? Consider with the children some strategies that can be used to reduce the unpleasant effects of negative emotions, for example deep slow breaths, sipping water, counting to ten, and listening to relaxing music or calming sounds such as waves or birdsong. Invite the children to sit comfortably, asking them to close their eyes. Ask them to take 10 long, slow breaths in and out, concentrating on their breathing. This could be extended with appropriate sound or visual imagery. Alternatively, you can use the relaxation recordings, which can be found in the Feelings and Emotions module on the website. Reflect on how the children are feeling after doing this and how/when they could use these techniques.

Extra supporting activities – Relaxation exercises for children Relaxation exercises help children to manage their reactions to stress, anxiety, and worry. This is because such exercises distract individuals from worrying thoughts and also reduce tension in the body. The exercises here include controlled breathing, muscle relaxation, and guided imagination. Controlled Breathing and Muscle Relaxation Long, deep, and controlled breaths slow down the breathing rate and enable children to relax. This can help children to recognise the difference between tense and relaxed muscles. How it works Guided relaxation works by using the pupil’s imagination to gently relax and re-engage the parasympathetic nervous system. This positively re-balances the entire nervous system via the vagus nerve, ultimately bringing about a deep sense of relaxation within the body and the mind. Teacher Instructions Ask the pupils to take off their shoes and to lie down, giving them a pillow and placing a blanket over them. Explain to them that their task is to lie still in a quiet manner, following the lovely relaxation story in their mind. Explain to the children what tension means. Alternatively, if they are unhappy about lying down then you can offer them a chair and a blanket, asking them to take off their shoes. There are four recordings included within this module. The first three are audio recordings, whereas the fourth also involves the children watching a screen. These recordings can be used at any time and do not need to be used in conjunction with this module.

1. Magic Cloud Journey (5-6 mins) 2. Enchanted Forest (5-6 mins) 3. Butterfly Meadow (5-6 mins) 4. Flower Breath (5-6 mins) Please note: children will need to watch the video. Recording 4: Teacher Instructions Ask the pupils to sit comfortably in a chair with a blanket, if possible, and to take off their shoes. Explain that they are to watch the video carefully and concentrate only on the flower. Ask them to breathe in slowly as the flower opens and slowly out as the flower closes. This exercise supports children in learning to control their breathing.

Video: Jealousy After watching the video, discuss the following and allow the children to collectively choose the A or B ending. Discuss the scenario very briefly. Ask the pupils to identify what is going on. What feelings may D’Andre be having? How do we know? What is D’Andre thinking of doing as a result of how he is feeling? What decision does he have to make? What is the risk of this action/decision and how might it affect D’Andre? Also, how might this action/decision affect his friend’s attempt to score goals? A – The best choice for all D’Andre felt jealous. He was tempted to act out on this feeling to make himself feel better but that would have hurt someone else. Also, he would have lost friends and therefore suffered. What was D’Andre able to do to manage that emotion and make himself feel better in a way that didn’t hurt someone else? Consider with the children what might have happened if the goal scorer had not agreed to D’Andre’s request to pass the ball. How do we feel about D’Andre and the goal scorer now? How might D’Andre feel now? What could he do to manage his emotions to make himself feel better without hurting someone else? Remember that we can hurt people on the inside (how they feel about themselves) as well as on the outside (physically). Talk with the children about times when they may have felt like D’Andre. Is it a ‘comfortable’ feeling? What colour is jealousy? Point out that some people call it the green-eyed monster and ask the pupils to consider why. What makes us feel jealous? How can we make ourselves feel better? Suggest that we can feel better by knowing what we are good at.

B – Not the best choice for all Why is D’Andre putting himself and his friend at risk? Explore with the children the motivation for his action. Yes, he is jealous but why does he want to hurt and stop the others from playing? “You don’t have to blow out my candle to make yours glow brighter’’ Consider this saying with the children. What does it mean? How does it apply to Deondre and what he has decided to do? What are the possible consequences of D’Andre’s decision? Consider the range of feelings D’Andre may have after hurting the other boy. It is important to acknowledge that at first he may feel better because he has removed the cause of his jealousy. But afterwards other emotions may arise, which will again make him uncomfortable inside. Ask the pupils to identify these new emotions. Is D’Andre better off now?

Follow up activity with pupils to consolidate learning Activity Sheet: Recognising Strengths Working in pairs, ask the children to create a list of their own and their partner’s strengths. Once they have completed this activity, organise a group discussion. Recognising Strengths

1decision resource for ‘Recognising Strengths’:

Your strengths

your individual strengths.

Your partn er’s strengths

Recognising Strengths This activity can be found in the Feelings and Emotions section of the Student Workbook or can be downloaded from the website.

We each have different strengths. Working with a partner, draw or write

Are they the same?

Additional activity: In groups of 6-8, give each child a crayon and a blank piece of paper. The paper should be stuck on their back. Each member of the group should write something positive on the other group members’ individual ‘walls’ (the paper on their back). It should be something positive about that person, such as what they admire or appreciate about that person, or something at which that person excels. Once the activity has been completed, the children can talk about how they feel. Discussion point Discuss the following: when I feel a bit jealous of someone else because of what they are good at……remember that I am…… I can ……

Video: Worry After watching the video, discuss the following and allow the children to collectively choose the A or B ending. When did you first notice that something was wrong with Enya? There were several different clues that something was bothering her, what were they? Referring to the rainbow [if used], what colour is worry? What does worry feel like? [Refer to the Feelings Doll] Being a worry detective: what are the clues that tell us someone is worried? What can we do to help? What decision did Enya have to make? A – Not the best choice for all What did Enya decide? Was she happy/comfortable as a result of this decision? Did her decision solve the problem she was worried about? Explore immediate and long-term consequences with the children. The immediate problem might have been solved but actually the problem was still there for Enya. B – The best choice for all What were the benefits of Enya’s decision to talk to her mum about what was worrying her? What was Mum able to think of that Enya hadn’t? How was this a better ending for Enya? Point out that it completely removed the problem as well as the worry.

**Recommended resource - ISBN 13: 9781444902723 The Huge Bag of Worries by Virginia Ironside. Content: Wherever Jenny goes, her worries follow her - in a big blue bag. They are there when she goes swimming, when she is watching TV, and even when she is in the lavatory. Jenny decides they will have to go. But who can help her? Discuss the story, especially the types of worries Jenny had. Who helped her and how? Consider with the children the things they have worried about that have turned out to be ‘little’ worries [share one yourself as an example]. Acknowledge that sometimes worries feel very big and we don’t know what to do about them. Why is it important to talk about and share the worry with someone? Who can we talk to? Why is trust important?

Follow up activity with pupils to consolidate learning (Assessment for learning and of learning) Activity: Tree of Trust Ask the children to write a list of the people that they trust with their feelings in the Tree of Trust. Tree of Trust

1decision resource for ‘Worry’:

Who can we talk to about our feelings? Draw or write your answers in the space provided.

Tree of Trust This activity can be found in the Feelings and Emotions section of the Student Workbook or can be downloaded from the website.

Encourage the children to write down something they have learned about how to manage worry. You could offer a sentence stem, e.g. Something I worry about is …; Something that I can do when I am worried is …

Video: Anger After watching the video, discuss the following and allow the children to collectively choose the A or B ending. Why was Jack angry? How long did it take for him to get angry? What do you think Jack was feeling in his body when he became angry? How did he act when he felt angry? A – The best choice for all What did D’Andre suggest to Jack to help him control his anger? How successful was this? Ask the children whether they think that it is always this easy for someone to calm down when they are angry. Acknowledge the fact that sometimes it can take time and lots of encouragement to help someone who is very angry to calm down. B – Not the best choice for all How did Jack act when he couldn’t control his anger? What happened as a result of this? Did Jack get what he wanted? Was he better off? How might D’Andre have been feeling? How might Jack’s mum have been feeling? How might Jack have been feeling? **Recommended resource - ISBN 13: 9781842707746 Angry Arthur by Hiawyn Oram Content: Once there was a boy called Arthur, who wanted to stay up and watch TV, but his mother wouldn’t let him. ‘I’ll get angry,’ said Arthur, and he did. Very, very angry...

Compare Arthur with Jack in the video clip. In what way are they alike? How did Arthur’s anger spiral out of control? Make the point that when we are unable to control our anger we can end up doing things or behaving in a way that upsets us or makes us ashamed when we have calmed down. Acknowledge that this can be scary for other people and that hurting people and property is not acceptable. What could Arthur have done instead? Ask the children to think about things that make them angry. Offer an example of something that makes you angry. You could use a sentence stem: Something that makes me angry is …; I feel angry when … Talk about different situations when people get angry. Emphasise that anger is an emotion and is not in itself wrong. It is what we do with our anger and how we behave that can be wrong if it is damaging to others or ourselves. We have a choice and so can make a decision about how we behave. Discuss and list some strategies for managing anger without hurting other people, property, or ourselves. Refer back to the video clip. How did Jack’s decision benefit Jack, D’Andre, and Jack’s mum?

Follow up activity with pupils to consolidate learning (Assessment for learning and of learning) Activity: The Anger Rules Ask the children to complete the Anger Rules activity sheet. Discuss the answers within the group. The Anger Rules It’s okay to feel angry but...

1decision resource for ‘Anger’:

• D on’t hurt others • D on’t hurt y oursel f

Decide if the action is a form of healthy anger or unhealthy anger. When you have made your choice, tick the circle.

• D on’t hurt p r op erty • D O ta l k a bout i t.

Healthy Anger

Unhealthy Anger

Throwing something

The Anger Rules

Hitting someone Writting a letter Listening to music Screaming

This activity can be found in the Feelings and Emotions section of the Student Workbook or can be downloaded from the website.

Time out Talking to someone Walk away (if it’s safe to do so) Hurting yourself Can you think of any others? .................................................

Discussion point: Think of a time when you became angry. What made you angry? How did your body feel? What did you do? If you were angry like this again what could you do instead to manage your anger? This can be completed in the learning journal section of the student workbook’s.

Topic: Loss and Grief Note to teaching staff: Particular sensitivity to the experiences and needs of your pupils is vital during this section. Loss and the accompanying grief are feelings every person will experience, at varying levels at different stages in life, and it is important for children’s emotional development that loss is considered with careful management in a non-intrusive and gentle way, along with the support of a school loss and bereavement policy. Activity in class may lead to a child needing to express his or her grief. In a safe and supportive environment this can be healthy and is an important part of the bereavement process.

Video: Grief After watching the video, discuss the following and allow the children to collectively choose the A or B ending. What emotions are Enya and Ciara feeling when they find out that Rosie has died? Refer back to the class rainbow of feelings and/or the Feelings Doll sheet, and identify what colours are associated with sadness. How do Enya and Ciara feel at hearing the news? How do their bodies feel? Acknowledge that loss and grief are unpleasant and uncomfortable internal feelings. Explain that loss can mean losing something or someone very precious to us. Explain that it is one of the hardest feelings we can experience and have to manage. The name we give to the emotion - the difficult feeling inside when we lose something precious, is grief. How did Mum break the news to Enya and Ciara? How was this helpful? [Focus on the kind of things their mum did, such as being honest and acknowledging how hard this was for the girls] What did Mum suggest that the family could do to help manage their painful feelings about losing Rosie? [The children may wish to share things that they have done or made to remember pets which have died/gone missing] A – The best choice for all Did Enya’s decision help her feel better? What did she decide to do for the memory box? How might this help her? Emphasise the importance of being able to express our feelings, e.g. saying that we miss someone. Stress that although Enya still ‘missed’ Rosie and was upset, her decision to do something to remember Rosie and what she meant to her was a healthy way of managing her emotion and helping herself to feel a bit better. B – Not the best choice for all Enya decided not to make a memory box because she thought ‘it won’t make me feel better’. Did this decision help to make her feel better? How did this compare with Ciara? How did Mum behave? Why was it important to leave the invitation to come and join her and Ciara open? Acknowledge that when people are grieving they experience different feelings and can be angry as well as sad and it is important that other people are patient and still there for them.

**Recommended resource - ISBN 13: 9780517572658 I’ll Always Love You by Hans Wilhelm Content: In this gentle, moving story, Elfie, a dachshund, and her special boy progress happily through life together. One morning Elfie does not wake up. The family grieves and buries her.

Extended activity: Sadly, some of our children will have experienced the loss of a special person through death or desertion. A gentle way of addressing the loss of a special person is through story and exploring the feelings of a third party. Children who have experienced loss will be able to identify with these feelings. Children who have not suffered loss will have the opportunity to better understand the feelings of those who have. In addition to ‘I’ll Always Love You’, Susan Varley’s ‘Badger’s Parting Gifts’ can also be used. It is not the only children’s story which addresses death and loss, but it is recommended here because of its focus on managing loss through a focus on happy memories, as with the ‘memory box’.

**Recommended resource - ISBN: 9781849395144 Badger’s Parting Gifts by Susan Varley Content: This book is about the death and life of someone very special. Badger was a friend, and almost everyone who knew him had warm and loving memories of when he was living with them. At first, those who loved Badger felt overwhelmed by their loss. In time though, whenever Badger’s name was mentioned, someone would recall something about him that made them all smile. And Badger was part of their lives once more.

Tell the children before you read the story that you want them to listen carefully during the story for all the gifts that Badger gave to the other animals. After the story you will ask the pupils to tell you all about them. You also want them to notice how the other animals felt at the beginning of the story, in the middle, and at the end. Now ask the children in which bit of the story did they feel saddest? When did they begin to feel happier? Reflect with the children that when we lose a pet or a special person we often have a number of feelings. These are all okay. It can help to have the memories or gifts that are left behind. Follow up activity with pupils to consolidate learning Activity: Memory Box Ask the children to write or draw ideas for creating a memory box.

My Memory Box

Draw or write the types of items you could put in a memory box.

1decision resource for ‘Grief ’: Memory Box

mo Box ry

This activity can be found in the Feelings and Emotions section of the Student Workbook or can be downloaded from the website.

Children can be offered the opportunity to write a poem, song, or letter or to draw a special picture about the gifts or memories of a special pet or person they have lost. This can be completed in their journal.

Reflection and Assessment Recap the key learning areas with the children, including the range of feelings we all have, and the effects they have on our bodies. Refer to the class rainbow of feelings. Are there any colours they would change for the feelings up there and, if so, why? [This could be considered as a whole class or in smaller groups, which would then feedback to the class one point from their discussion] Remind the children that feelings or emotions, including the ones that are uncomfortable, are common to us all. What we do with them and how we decide to manage them is up to us. Helping ourselves and others: This could be assessed through circle work using a special object. Sitting in a circle, tell the pupils a scenario, e.g. Jack got told off for talking in class and lost his playtime, and as such he felt very… Invite the children to make a suggestion. They should put up their hand and wait for the special object. When they receive it, then they may offer their suggestion. How could Jack manage his [name emotion]? Invite children to suggest a strategy. • • •

Kamil was waiting for his turn to read aloud in class; he felt very … and … What could Kamil do? Unlike her best friend, Chris was not picked for the school rounders team. Chris felt …What could Chris do? Anika’s special auntie was going into hospital for an operation. Anika felt …What could Anika do?

Circle work sentence stems: • • •

Something I have learned about feelings and emotions is … Something I can do to help myself when I feel angry is … Something I can do to help a friend who has lost something precious is …

Top Tips activity: In small groups write out your six top tips for managing emotions. Share these as a whole class and display, or agree the top six for the class as a whole and display.

All Resources for Feelings and Emotions (Student Workbook and Downloads) Module Chart Print or use this sheet to allow pupils to record choices made foe each video. Different Feelings Pupils can use this activity sheet to draw or write their answers. Feelings Doll Pupils can use this activity sheet to draw or write their answers. Recognising Strengths Ask pupils to work in pairs to complete this activity. Tree of Trust This activity can be used to help children recognise their network of trusted people. The Anger Rules This activity helps pupils to recognise healthy and unhealthy anger. Memory Box Allow pupils to create a collection of items which could be used to create a memory box. Certificate Certificates can be downloaded from the website for individuals or the whole class.

This Certificate is Awarded to ..................................................................................................................

for completing the 'Feelings and Emotions' Module

Date............................................................Signed................................................................

**Recommended Resources • • • • •

Badger’s Parting Gifts by Susan Varley; ISBN: 9781849395144; Anderson Press [2013 edition] I’ll Always Love You by Hans Wilhelm; ISBN 13: 9780517572658; Crown Publications Angry Arthur by Hiawyn Oram; ISBN 13: 9781842707746; Anderson Press [2008 edition] The Huge Bag of Worries by Virginia Ironside; ISBN 13: 9781444902723 Feelings by Aliki; ISBN 13: 9780688065188; Mulberry Books

Useful links and additional resources •

www.childhoodbereavementnetwork.org.uk - includes downloadable training resources

Introduction To enable you to build on this topic, you will find a direct link to CEOP ‘thinkuknow’ resources in the Computer Safety module. We cannot monitor our children and students every hour of the day. When busy at home or in the classroom we want to be sure that they’re safe from harm. However, as children spend more time online and have access to more devices, it becomes harder than ever to know what they’re up to. Increasing numbers are viewing inappropriate material online, whether it’s younger children accidentally stumbling across it, or older children accessing hardcore or violent films and images. With this in mind, it is essential that we provide children with as much information as possible to help them stay safe online. Grooming - Online grooming is becoming increasingly common and may occur by people forming relationships with children and pretending to be their friend. They do this by finding out information about their potential victim and establishing the likelihood of the child reporting them. They try to find out as much as they can about the child’s family and social networks and, if they think it is ‘safe enough’, will then try to isolate their victim and may use flattery and promises of gifts, or threats and intimidation in order to achieve some control. It is easy for ‘groomers’ to find child victims online. They generally use chat rooms which are focused around a child’s interests. They often pretend to be younger and may even change their gender. Many give a false physical description of themselves which may bear no resemblance to their real appearance. Some even send pictures of other people, pretending that it is them. Computer Safety is centred on safe activity when talking to others via a computer.

Learning outcomes for pupils from this module All pupils will … • •

Be able to identify potential dangers of talking to strangers on a computer Understand the golden rules to keep safe online

Starting point Topic: Computer Safety Baseline assessment activity on computer safety: Without discussion, ask the children to create a list of computer safety rules in the learning journal section of their Student Workbook (using one colour). This will establish what they already know. Ask the children to share their experiences of using a computer at home or when they are with friends or family. Which games do they play? Do they have online friends? What sites or games do they think they may use in the future that they may not be allowed to use now? For example: Facebook. Log in to 1decision to allow pupils to watch the Computer Safety video.

Children can use their module chart to record their choice This chart can be found in the Computer Safety section of the Student Workbook or can be downloaded from the website.

Video: Computer Safety After watching the video, discuss the following and allow the children to collectively choose the A or B ending. Why is Casey worried? What is Leah thinking? A – Risky choice How is Leah feeling when she meets her online friend? What should she do now? What else could Casey have done to keep her friend safe? B – Safer choice How is Leah feeling? What should Leah’s mum do now? Discuss other possible outcomes for this scenario Ask the children to think about how they can keep safe when they are online.

1decision resource for ‘Computer Safety’: Computer Safety Quiz This activity can be found in the Computer Safety section of the Student Workbook or can be downloaded from the website.

Follow up activity with pupils to consolidate learning (Assessment for learning and of learning) Ask the children to review their list of computer safety rules from the baseline activity, considering whether there is anything that they would like to add? They should use a different colour. Review their earlier list of games and online chat rooms they use now or might in the future. Ask them how they think they can keep themselves safe when using these. Consider which of the children’s strategies are dos and which are don’ts. Ask the children to think (individually or in pairs) about which strategies they can use if they feel worried about something somebody says to them or something they see online. Reference can be made to the video clip to illustrate that they should listen to a parent, teacher, friend, or other trusted grown up. Discuss who they can talk to if they are scared or worried about a situation.

Reflection and Assessment Ask the children to complete their student learning record at the back of their Student Workbook, writing or drawing what they feel they have learnt in this module. Refer back to the learning outcomes and ask them what they feel they have learnt in this module. Another option is to ask them to write or draw the answers to the following: Sentence stem/ Circle prompt/ drawing and writing: I can keep myself safe online by… Notes to teaching staff: Explain to the children that when they talk to people in the real world or through the internet they should always treat them how they would like to be treated. They should try not to say nasty or hurtful things as this may be upsetting. But if somebody upsets them it is important to tell an adult they trust so they can stop this from happening.

All Resources for Computer Safety (Student Workbook and Downloads) Module Chart Print or use this sheet to allow pupils to record choices made for each video Computer Safety Quiz Pupils can use the traffic light system to choose their answers Certificate Certificates can be downloaded from the website for individuals or the whole class.

This Certificate is Awarded to ..................................................................................................................

for completing the 'Computer Safety' Module

Date............................................................Signed................................................................

Useful Links/Additional Resources for Computer Safety • • • •

http://www.thinkuknow.co.uk/5_7/hectorsworld/ (Direct link available within the Computer Safety module) http://www.bbc.co.uk/cbbc/topics/stay-safe http://www.wisekids.org.uk/online_safety_tips_kids.htm http://www.chatdanger.com/smart/

Teacher’s Notes

Introduction To enable you to build on this topic, you will find a direct link to Nationwide Education resources in the Money Matters module. One of the most valuable skills we can pass on to our children and students is good money management. Showing children the basic steps, such as how to budget and shop around for the best price, will establish good money habits for life. It’s never too early to start teaching children about money. Children can learn how to save coins in a piggy bank before they understand how to count the right change. Even very young children, including preschoolers, can learn the value of money and saving for small goals. Money Matters is based around keeping money safe and forming good saving habits. Notes to teaching staff: During this module it is important to be sensitive to those children who may come from an economically restricted background.

Learning outcomes for pupils from this module All pupils will … • •

Understand the basics of saving money Learn about the importance of keeping money safe

Starting point Introduction to children about the module: Money Matters Baseline assessment activity: Money Matters Ask the children to discuss their experiences of money. Do they receive pocket money yet? Do they get money for chores? Is there something they would like to save for? How could they achieve this? If there was a gift they would like for Christmas or a birthday, would Mum/Dad or Carer need to save each week to buy this for them?

Children can use the module chart to record their choice This chart can be found in the Money Matters section of the Student Workbook or can be downloaded from the website.

Video: Money Matters After watching the video, discuss the following and allow the children to collectively choose the A or B ending. Why is Jack worried about Harrison’s money? How does Harrison feel about what Jack is saying? A – Risky choice How is Harrison feeling now that he has lost his money? Should he have taken it to the park? B – Safer choice How is Harrison feeling now? Is he able to buy his Mum’s present? Discuss other possible outcomes for this scenario Talk to the children about the choices that Harrison had for keeping his money safe. What could he have done to prevent losing his money bag? If he did not want to tell Mum he was saving, who else could have helped him keep it safe? For example: Dad, Carer, Nan or Auntie. Activity sheet: Deedee wants to save her money to buy a ball and a computer game. Encourage students to help Deedee save.

1decision resource for ‘Money Matters’: Help Deedee Save This activity can be found in the Money Matters section of the Student Workbook or can be downloaded from the website.

Follow up activity with pupils to consolidate learning (Assessment for learning and of learning) Can the children think of something they might want to buy in the future? Is it expensive? Will they need to save pocket money or find little jobs they can do for money? Where would they save their money? Who could help them?

All Resources for Money Matters (Student Workbook and Downloads) Module Chart Print or use this sheet to allow pupils to record choices Help Deedee Save Pupils can use this sheet to help Deedee save. Certificate Certificates can be downloaded from the website for individuals or the whole class.

This Certificate is Awarded to ..................................................................................................................

for completing the 'Money Matters' Module

Date............................................................Signed................................................................

Useful links/additional resources for Money Matters For further stories, games, and activities visit: http://www.nationwideeducation.co.uk (Direct link available within the Money Matters module)

Teacherâ&#x20AC;&#x2122;s Notes

Introduction It is the nature of young children to explore the world around them, but their curiosity can often lead to serious injury. Teaching children about hazardous items in a safe environment can help to prevent accidents. Each year there are about two million children under the age of five who are treated in emergency rooms for injuries that occurred in the home. Learning about potential dangers can potentially reduce curiosity. It is essential that children are introduced to the concept of risk assessing as early as possible.

Learning outcomes for pupils from this module All pupils will... • •

be able to identify potential dangers in different environments be able to identify dangers that can affect others, for example younger siblings

Starting point Topic: Hazard Watch Introduction to children about the theme/module: Hazard Watch Baseline assessment activity on keeping safe: What do I need to keep myself safe from? Ask the children to think about keeping safe and items they think they should keep themselves safe from when at home or in other environments. Share stories of bad experiences. For example: touching something very hot or sharp, etc. Share their ideas and experiences as a class and group the types of hazards, e.g. items used for cooking, items that should only be used by adults, etc. Explore with children why they think these items are or could be dangerous. Log in to 1decision to allow pupils to play the ‘Is it safe?’ games. To follow on from Keeping/Staying Safe, Hazard Watch aims to increase children’s awareness of their surroundings. This module can be used as a group activity, via a SmartBoard, or allow each child to individually log in to the system to watch the ‘IS IT SAFE TO EAT OR DRINK’? and ‘IS IT SAFE TO PLAY WITH’? slide shows. Explain that while they watch the slides they should use the mouse or touch screen (if working on an iPad) to click on the safe or unsafe buttons to make their choice. They may need some practice using the mouse or touchpad/ screen prior to their session if they have no previous experience.

Notes to teaching staff: •

When working through the ‘IS IT SAFE TO EAT OR DRINK’? game it may be necessary to explain to students the difference between UNSAFE and UNHEALTHY. This module is looking at items that are UNSAFE and potentially hazardous or dangerous.

•

There may be items within the slides that a child has an allergy to, for example orange juice. In this case, it would be beneficial to ask the child to score the item in line with its safety for most people in the world to enable them to score.

Each set of slides has four unsafe items to find. Deedee will score the children’s choices and if they do not successfully score all of the answers, they can try again.

Pupils can use their module chart to record their findings. This chart can be found in the Hazard Watch section of the Student Workbook or can be downloaded from the website.

Follow up activity with pupils to consolidate learning (Assessment for learning and of learning) Ask the children to review their earlier list of things they should keep themselves safe from. Are there any things they want to add? Ask them how they think they can keep themselves safe in future situations. For example if they found a needle in the local park. Consider which of the children’s strategies are dos and which are don’ts, e.g. ‘do look’, ‘do ask’, ‘do tell’, ‘don’t touch’. Ask the children to think (individually or in pairs) about which strategies they can use that will help keep them safe.

Extended Learning Safety Detectives Use the classroom or another area of the school and ask the pupils to be pretend safety detectives. In small or large groups ask them to identify potential dangers around them. If safe to do so and in a controlled environment you could create extra dangers, i.e. scissors open on the table or a shoe on the floor, for the children to find. Praise the great detectives for making their classroom a safe place to inhabit.

1decision resources for ‘Safety Detectives’: Safety Detectives This activity can be found in the Hazard Watch section of the Student Workbook or can be downloaded from the website.

Reflection and Assessment Ask the children to complete their student learning record at the back of their Student Workbook, writing or drawing what they feel they have learnt in this module. Refer back to the learning outcomes and ask them what they feel they have learnt in this module. Another option is to ask them to write or draw the answers to the following questions: What are the things we need to keep safe from? Where may we see items that we need to keep safe from? Sentence stem/ Circle prompt/ drawing and writing: I can keep myself safe by… Extra sentence stems: Something I can do to keep myself safer is... Something I should do if I see something which may hurt me or someone else is… Something I can do if I see something that could hurt me is...

All Resources for Hazard Watch (Student Workbook and Downloads) Module Chart Print or use this sheet to allow pupils to record choices made for each video Safety Detectives Pupils can use this sheet to record their findings Certificate Certificates can be downloaded from the website for individuals or the whole class.

This Certificate is Awarded to ..................................................................................................................

for completing the 'Hazard Watch' Module

Date............................................................Signed................................................................

Teacherâ&#x20AC;&#x2122;s Notes

Visit our interactive world @

www.1decision.co.uk

Visit our interactive world @

www.1decision.co.uk

V2.0