Working towards endorsement for the Cambridge Pathway.
Cambridge
PL E
Primary Wellbeing
SA
M
Stages 4-6
DIGITAL TEACHER’S RESOURCE Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.
SA
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PL E
Working towards endorsement for the Cambridge Pathway.
Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.
Working towards endorsement for the Cambridge Pathway.
CAMBRIDGE PRIMARY WELLBEING STAGE 4-6: LESSON PLAN 5.1
Cambridge Primary Wellbeing: Stage 5 Understanding myself / Identifying emotions Lesson Plan 5.1: Time and emotions CLASS: DATE: 456Ui.03 Understand that emotions can change over time due to planned and unplanned external factors.
Lesson focus Cambridge Wellbeing Check link
PL E
Learning objective for the lesson
•
Interpersonal wellbeing: The extent to which learners feel connected to others, and that people care about them, treat them well and value them.
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Life satisfaction: The extent to which learners experience contentment and overall life satisfaction, and feel optimistic about the future.
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Negative emotions: The extent to which learners feel worried, stressed and/or personal sadness.
Cambridge Reading Adventures link
Sinbad and the Roc by Ian Whyrow (Purple)
Language support
Expected: Planned, aware it going to happen, unsurprising.
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The Great Escape by Peter Millett (White)
Unexpected: Unplanned, taken by surprise that it happens, unaware.
Timing
Resources
Throw a surprise
A soft ball
SA
Starter activity
Planned activities
10 minutes
Stand learners in a circle and join the circle yourself. Explain that you are going to throw the ball to one learner and then you are going to ask them a question which they will answer, and then they are going to throw the ball back to you.
Throw the ball to the first person in a normal underarm way. As they catch or drop the ball (if they drop it let them pick it up) ask: How did that make you feel? (e.g. happy that I caught it, embarrassed that I dropped it). Now the learner throws the ball back to you and you say how you feel. Repeat this until five or six learners have been thrown the ball in the same way and thrown it back to you. Next throw the ball a different way (bounce it or throw it up) to surprise the learner being thrown the ball, and also the group. As they catch or drop the ball (again let them pick it up) ask: How did that feel? What has changed?
© Cambridge University Press and Assessment 2024
1
Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.
Working towards endorsement for the Cambridge Pathway.
CAMBRIDGE PRIMARY WELLBEING STAGE 4-6: LESSON PLAN 5.1
Timing
Planned activities
Resources
Next change the rules a little and explain that learners will choose another learner to throw the ball (rather than to you). They can choose how they throw the ball to each other around the circle. Explain the ball needs to be thrown safely but they can choose how they throw it so the person receiving it doesn’t quite know what to expect. Each time ask a question to show how the game is changing. For example, ask: Who feels a bit nervous because we don’t know how the ball is going to be thrown to us? Who likes the way the game has changed and who preferred it the way it was at the start?
PL E
This fun game helps us to see how our emotions can change overtime and can depend on what we can expect and what we don’t know will happen. Main activities
Time and emotions
20 minutes
Choose a relevant example to share with the class of how plans can change, and how those changes affect how we feel about something. For example, feeling frustrated that sports day is cancelled due to the weather or feeling excited to see a friend in the holidays that you didn’t expect to see. Ask: Do our emotions stay the same all the time? What sorts of things can happen that change the way we feel about something?
Take responses and encourage as many learners as possible to describe how emotions can change over time. As they share their example reinforce the length of time involved, for example:
You felt happy about playing the game at the start, but then you lost the game and then you felt frustrated.
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• •
At the start of term, you felt nervous about moving into Year 5 but by half term you felt comfortable.
The idea is to reinforce that emotions can change over time.
SA
Learners write about, or draw a picture of, a situation with two time points. Explain that the situation should be something about them and should be a small and everyday example. It should not be an example that is unkind about any of the other people involved. For each time point they need to include the following: •
Details of the situation: where it is, the location, who is there/involved, what is happening and when it was.
•
Showing/explaining how they felt at the time, the emotion they felt.
Leaners explain what happened in between the two time points, and whether what happened was something expected or unexpected.
Assessment ideas 10 minutes
As a group, get learners to share their work. Assess whether they share their understanding of how emotions are changeable and if they have built their confidence in talking about emotions with each other. Ask learners to share how they can use what they have learnt to improve their wellbeing.
© Cambridge University Press and Assessment 2024
2
Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.
Working towards endorsement for the Cambridge Pathway.
CAMBRIDGE PRIMARY WELLBEING STAGE 4-6: LESSON PLAN 5.1
Timing
Planned activities
Reflect and set actions
Learners should discuss how, when they next experience an unhelpful emotion, they could remind themselves that the feeling will not last forever and it will change. Each learner should write down the reminder that they found most useful.
10 minutes
Resources
Links to other areas of the Cambridge Primary Curriculum 6Bp.01 Describe the physical changes that take place during puberty in humans.
SA
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PL E
Science
© Cambridge University Press and Assessment 2024
3
Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.
Working towards endorsement for the Cambridge Pathway.
CAMBRIDGE PRIMARY WELLBEING STAGE 4-6: LESSON PLAN 5.11
Cambridge Primary Wellbeing: Stage 5 My Relationships / Healthy relationships Lesson Plan 5.11: Five ways CLASS: DATE: 456Rh.11 Identify activities they and their family can take part in to support their wellbeing.
Lesson focus
PL E
Learning objective for the lesson
Cambridge Wellbeing Check link
•
Language support
Activities: Something you spend your time doing, in this case to support your wellbeing.
Timing
Planned activities
Resources
Starter activity
Class connection
10 minutes
The learners stand in a circle. Join the circle, holding a ball of wool.
Ball of wool or yarn
M
Interpersonal wellbeing: The extent to which learners feel connected to others, and that people care about them, treat them well and value them.
Keeping hold of one end of the wool ball, throw it to a learner and say something you like about them. They should hold the wool which is now connecting you and them. They choose someone to throw it to next, saying one thing they like about that person. (Explain that each person can only have the ball of wall thrown to them once.)
SA
Continue until all learners have had a chance to catch the wool ball and throw it to another person. In the end, you will have a beautiful visual display of a connected class. Ask: How did you enjoy that game? Take responses. Share the learning outcome and ask: Is this a game you could play with your family/carers? Would it be fun? Take responses. There is no right or wrong response here. This activity offers an idea that some learners could take home and share with their family or carers.
© Cambridge University Press and Assessment 2024
1
Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.
Working towards endorsement for the Cambridge Pathway.
CAMBRIDGE PRIMARY WELLBEING STAGE 4-6: LESSON PLAN 5.11
Timing
Planned activities
Main activities
Five Ways
20 minutes
Explain that many people across the world have studied wellbeing. The way people feel and function in their lives is important for them personally and for those around them, including their families/carers.
Resources
Say: There are actions that we can take part in regularly with our families/carers that help us manage our wellbeing.
PL E
Write the five actions on the board for learners and go through each one. Ask: Name something you could do with your family/carers that fits this. Take responses and build a list. Examples are suggested below: •
Be active: play active games, rounders, football, dancing.
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Take notice of the things around us: go on a nature walk; look at old photos together and notice how you have changed.
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Keep learning: learn something new as a family; share school work; ask questions about what family members or carers do for work or for fun.
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Connect with others: share our day; talk about the good things that happen; spend time together (e.g. watching a film together).
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Give to others: help at home; do something so a family member or carer can take a break.
Divide learners into five groups and allocate them one of the five actions. Each group should create a resource of activities that families/carers could use. For example, they could create:
Assessment ideas
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an ‘Activities Planner’ with ideas for being active together
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‘Top Tips for Learning’ with ideas of things that could be learnt together.
Learners share their resources and explain how these ideas can help them and their family or carers take part in activities which support their wellbeing.
SA
10 minutes
a ‘Connection Calendar’ with events that can be attended together
M
•
Reflect and set actions 10 minutes
Each learner shares one action that they are going to take home to share with their family/carers. Ask learners to think about how they will motivate their family members or carers to take part. It might not be as easy as they think. What advice can learners give each other to make it a success?
Links to other areas of the Cambridge Primary Curriculum Art & Design
E.01 Encounter, sense, experiment with and respond to a wide range of sources, including a range of art from different times and cultures.
© Cambridge University Press and Assessment 2024
2
Original material © Cambridge University Press & Assessment 2024. This material is not final and is subject to further changes prior to publication.