SAMPLE LKS2 3D PSHE by Dimensions Curriculum Ltd.

Lower Key Stage 2 P4 & P5

PSHE A Creative Approach to PSHE The sheets within may be reproduced and "Don't use it as a doorstop, used only in the educational establishment Don't shelve this file away, Don't put it on a crowded desk which purchased this pack. Reproduction or use of reproductions of anyor all sheets in this pack in any institution other than the purchasing institution constitutesan infringement of copyright. The contents of the CDs are also copyright protected. ÂŠ All rights reserved. Dimensions Curriculum Ltd. 2015

To look at another day. Above all else, we beg of you, (Please don't ignore our plea) We ask you not to copy it And give it away for free!"

Dimensions Curriculum Ltd. Halls Arms Business Centre Knowle Green, Preston Lancashire PR3 2YQ 01254 779142 web: www.dimensionscurriculum.co.uk

Welcome Skills Ladder Core Theme 1 Health and Wellbeing Health

Healthy Lifestyles

Nutrition and Food

Aspirations

Emotions

Safety

Growing and Changing

First Aid

Core Theme 2 Relationships Communication

Collaboration

Bullying

Similarities and Differences

Healthy Relationships

PSHE

Core Theme 3 Living in the Wider World Rules and Responsibilities

Diversity

Discrimination

Economic Awareness

PSHE An Introduction to the Key Stage Two 3D PSHE Programme In accordance with section 2.5 of the new 2014 National Curriculum Framework, ‘All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice’. Schools are also free to include other subjects or topics of their choice in planning and designing their own programme of education... but you don’t need to – we’ve written one for you! In the absence of a new programme of study from the DfE, Dimensions has produced a fully comprehensive PSHE Education programme, which includes creative lesson plans that can be easily integrated into your everyday teaching, based on the needs of today’s pupils and schools. We have used what the ©PSHE Association 2013 have identified as the core areas, covering key concepts and skills that underpin PSHE Education to help primary schools fulfil their statutory responsibility to support pupils’ spiritual, moral, cultural, mental and physical development and prepare them for the opportunities, responsibilities and experiences of life. Together with a major focus of school inspections, ‘Modern Britain’, 3D PSHE will help pupils ‘develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain’. Pupils will also be taught through three underlying core themes, within which there will be broad overlap and flexibility:1. Health and Wellbeing 2. Relationships 3. Living in the Wider World

C Dimensions Curriculum Ltd. 2014

PSHE An Introduction to the Key Stage Two 3D PSHE Programme Within these three core themes you will visit, investigate and teach 21 separate units, through 90 individual lessons, based upon the following areas:• • • • • • • • • • • •

Healthy Lifestyles Hygiene Changing and Growing Emotions Keeping Safe Communication Bullying Fairness Family and Friends Rules and Responsibilities Communities Money and Finance

• • • • • • • • •

Nutrition and Food Aspirations First Aid Collaboration Similarities and Differences Healthy Relationships Diversity Discrimination Enterprise

We hope the creative approaches within the materials help you in developing fully rounded individuals at your school! Elaine Sutton

Creative Director, Dimensions Curriculum Ltd.

C Dimensions Curriculum Ltd. 2014

Health & Wellbeing

Unit 3: Nutrition and Food Lesson 1: A Balanced Diet

LKS2

PSHE P.7

Plant or Animal?

Learning Objectives • Know where different foods come from PW37 Explore the relationship and balance between physical activity and nutrition in achieving a physically and mentally healthy lifestyle PW41 Begin to make informed lifestyle choices

Toppings

PLANT OR ANIMAL PIZZA

Pineapple Ham Olive Chicken Mushroom Pepperoni

Introduction • Ask the pupils to list in thirty seconds as many different types of food as they can. • Share a few examples and agree that there are lots of different foods. • Ask where these foods come from? • Explain that all food comes from either a plant or an animal.

Main Activity • Show pupils a pizza or use the pizza picture and list all the ingredients on the pizza under the headings ‘Plant’ or ‘Animal’. • Look at the pupils’ lists and discuss any food types where they are unsure of the source e.g. olives. • Using the list of pizza toppings, pupils to design their own pizza using both plant and animal sourced foods.

Peppers Steak © Dimensions Curriculum Ltd. 2015

• Discuss the term ‘balanced diet’ with the children and re-cap on what it means. • Show the pupils an Eat Well Plate and discuss which animal and plant foods provide protein, carbohydrates, vitamins, fat etc. • Ask them to think about their last meal. Can they list the ingredients and place them onto the Eat Well plate. • In small groups, discuss whether the plates are balanced. Do they have too much of one source of food or too little of another?

Plenary • Ask the pupils what they think are the benefits of a healthy diet?

Resources

Pizza (or use pizza picture) Toppings List Pizza Template Eat Well Plate © Dimensions Curriculum Ltd. 2015

PLANT OR ANIMAL PIZZA

ÂŠ Dimensions Curriculum Ltd. 2015

Steak

Peppers

Pepperoni

Mushroom

Chicken

Olive

Ham

Pineapple

Toppings

PLANT OR ANIMAL PIZZA

TOPPINGS Pineapple Ham Olive Chicken Mushroom Pepperoni Peppers Steak ÂŠ Dimensions Curriculum Ltd. 2015

PLANT OR ANIMAL PIZZA TEMPLATE

TA B LE S

AN D

Y ZZ

P YP PO IZZ F P

OIL

FAT AND SUG

S AN NS E B NS EA A B BE

AM E CR

MILK

K IL M

T UR H G RT YO T HU G UR YO GH

EAT WELL PLATE

I DA

, ES O T TA TA AS O P , P ND D EA E A BR RIC

S GG E , S SH AN I E F T, D B EA AN

Health & Wellbeing

LKS2

PSHE P.9

Unit 3: Nutrition and Food

Lesson 3: Working With Food

Master Chef

Learning Objectives

Main Activity

Ci24 Work collaboratively towards common goals Ci25 Reach agreements, make decisions and manage discussions to achieve positive results HW8 Recognise stereotyping and discrimination PW25 Identify the range of jobs carried out by the people they know PW27 Reflect on the range of skills needed in different jobs PW37 Explore the relationship and balance between physical activity and nutrition in achieving a physically and mentally healthy lifestyle PW41 Begin to make informed lifestyle choices

• In groups of three, create a mind map diagram, asking the pupils to note all the different jobs / careers that deal with food e.g. cook, baker, green grocer, farmer, food dresser etc.

Introduction

• Ask them to explain about menu planning, ingredient sourcing and the importance of creating balanced plates of food.

• Using the image provided, pupils are to note the different food groups represented. Can they spot which food group is absent? WHAT’S MISSING FROM MY PLATE?

S AN NS BE NS EA A B BE

OIL P

P YP PO ZZ FI

• Share these and create one class list. Do any of the pupils know someone who works with food? Is it mainly men or women who work with food? Challenge gender stereotypes here, as necessary. • Invite the school cook to come and talk to the pupils and discuss his / her role within school.

• Allow the pupils to ask questions to gain a better understanding of the workings of the kitchen and the skills needed to undertake the role of a school cook. • Ask the pupils to imagine the cook is leaving. Using the template provided, pupils will then write a job advertisement with a description of the role for a school cook’s post. Remember to add all the skills and qualifications needed, applying what they have learnt when creating the advert.

Plenary • Pupils are to share and evaluate each other’s adverts.

• What is the purpose of that food group as part of a healthy diet?

Resources

Food image Visit from school cook Advertisement template © Dimensions Curriculum Ltd. 2015

Health & Wellbeing

LKS2

PSHE

P.13

Unit 4: Aspirations

Lesson 3: Setting Goals

That’s My Goal!

Learning Objectives • Understand how to break down the steps needed to achieve a goal HW9 Recognise their strengths and how they can contribute to different groups HW14 Identify and talk about their own and others’ strengths and weaknesses and how to improve PW27 Reflect on the range of skills needed in different jobs. PW30 Begin to reflect on their worth as individuals by identifying positive things about themselves and their achievements

Introduction • Recap on goals and aspirations and the comical characters from the future, created during the previous session. • Ask the pupils to think about their aspirations. Do they know what they will have to do in order to achieve their goal(s)? • Will they need to study certain subjects in school? Go to university? Learn skills from someone they know? Keep themselves healthy and fit, exercise a lot, practice a lot?

Main Activity

• The pupils then need to fill in each step with actions they think they will need to complete in order to achieve their ultimate goal. (In the case of a footballer, examples could include daily training, keeping healthy and eating the right foods in order to avoid injury, joining a club, playing regular matches etc.)

Plenary • Share their mountains with the class. • Do the decisions they make now effect their future aspirations or are they too far off in the future to worry about?

• Using the mountain template, ask the children to add an ultimate goal in the flag on the top e.g. a footballer.

Resources

Mountain template

ÂŠ Dimensions Curriculum Ltd. 2015

Health & Wellbeing

LKS2

PSHE

P.18

Unit 5: Emotions

Lesson 4: Family Changes

Two Homes

Learning Objectives • Understand that family units can be different and can sometimes change PW34 Develop strategies for managing and controlling strong feelings and emotions PW42 Identify strategies to respond to negative behaviour constructively and ask for help PW45 Form and maintain appropriate relationships with a range of different people

Introduction This can be a difficult unit as it will affect children in a variety of ways. Some pupils may have experienced divorce or separation. They may have organised contact time with the parent who left the family home, while others may only have access to one parent. It is important to teach about this sensitive subject in a way which is appropriate to your class, ensuring that all family units are celebrated. • What is a family? • Show pictures of different family units. Discuss who makes up each family unit. • Explore how a family unit provides care, support and love and comes in many shapes and sizes. Most pupils will be happy to talk about their own family unit. Use individual pupils’ circumstances to illustrate how different the makeup of family units can be.

Demonstrate what happens if a family unit changes. Move a brick away. What happens to the family unit? It changes shape but each brick is identifiable, still belongs to the unit and has a special role to play. This new tower can still provide love, support and care - it just looks different from how it looked before. • Explore the idea of some children having two homes. Explain that, at first, this may involve a lot of change e.g. routines. There may be disagreements, with some family members feeling very unhappy. Discuss possible reasons for this. • Ask the pupils about how they think this feels or use their own experience to share their thoughts with others. What can they do to get through these times?

Plenary • Reassure pupils that changes in circumstances are not their fault and they should, therefore, not feel guilty about these changes.

Main Activity • Use a tower made from lego bricks to represent a family. Discuss how each brick represents a family member and is a valuable part of the whole.

Resources Lego Photos

Health & Wellbeing

LKS2

P.27

PSHE

Unit 8: First Aid

Lesson 3: Emergency Calls

Ambulance, Now!

Learning Objectives

Main Activity

Ci12 Recognise the importance of local organisations in providing for the needs of the local community Ci16 Make decisions, giving consideration to the impact they may have on others HW6 Recognise and manage risk in everyday activities HW26 Take responsibility for their own safety and the safety of others and be able to seek help in an emergency PW38 Extend strategies to cope with risky situations PW39 Behave safely and responsibly in different situations

• Share the photo pack with the pupils and use the accompanying notes to discuss the scenarios. • Using the storyboard template, in pairs pupils are to create a 999 call scene for Dave to attend, beginning with an accident scene where a boy has fallen off his bike outside his house and has a suspected broken arm, through to the ambulance arriving at hospital. NAME: DATE: TITLE:

STORYBOARD

Introduction • Introduce the pupils to Dave the Paramedic. • What do they think Dave’s job might entail on a day-to-day basis? • Pupils are to think of questions they might want to ask Dave about his role as a paramedic. These can be emailed to davetheparamedic@gmail.com

PAGE:

• Pupils should join up with another pair to act out the scene. PARAMEDIC

DAVE

Plenary • Share the storyboards and dramatizations with the class.

Resources

Dave the Paramedic picture Dave the Paramedic photo pack and notes Storyboard template © Dimensions Curriculum Ltd. 2015

PARAMEDIC

DAVE

NAME: DATE: TITLE:

STORYBOARD

PAGE:

Relationships

LKS2

PSHE

P.28

Unit 1: Communication Lesson 1: Clear Messages

Dot, Dot, Dash

Learning Objectives

Braille Messages

• Recognise that there are many ways to communicate • Understand the need to communicate clearly Ci15 Work co-operatively, showing fairness and consideration to others PW29 Face new challenges positively and know when to seek help

ALPHABET (BRAILLE)

Introduction • Explain that communication is vital to humans’ existence. The interaction we have with each other has always been important throughout history. • Ask pupils to work in groups and fill in the blank communication screen template, recording all the different ways people communicate e.g. through writing, speaking, using signals- hieroglyphs, smoke signals, Greek pots, email, runes etc.

Main Activity • Compile one long list of all the different means of communication from the groups’ templates. • Divide the class into two groups. One group is to communicate messages using Braille, while the other group communicates messages using Morse Code. Sample messages are supplied.

Plenary • What information was necessary for them to be successful? • What was difficult about writing and breaking the code? • Is there still a need today for a secret codes - where, when and why? • Sometimes, poor communication skills can make it seem like people are speaking in code or a different language. Clear communication is very important in relationships, particularly in dealing with problems and resolving conflicts.

• They then swap messages and have to de-code the messages in pairs and become code breakers.

Resources

Braille sheet Morse Code sheet Communication Screen template Messages © Dimensions Curriculum Ltd. 2015

Volume

Channel

COMMUNICATION SCREEN

Power

ALPHABET (MORSE CODE)

ALPHABET (BRAILLE)

ÂŠ Dimensions Curriculum Ltd. 2015

Morse Code Messages

Alphabet (Morse Code)

ÂŠ Dimensions Curriculum Ltd. 2015

Braille Messages

ALPHABET (BRAILLE)

Relationships

LKS2

PSHE

P.29

Learning Objectives • Understand why it is important to listen to others Ci15 Work co-operatively, showing fairness and consideration to others PW32 Talk about their views on issues that affect themselves and their class PW44 Empathise with another viewpoint

Introduction • Ask the pupils why listening is important. • What does good listening look like? • How do you know if you are a good listener? • Explain that some learners are successful auditory learners and they thrive when they have to listen while others struggle to listen and recall auditory facts. This session will help the children to listen more carefully and respond to each other.

Main Activity • Ask the children four easy questions:1. What is the name of the Head teacher?

Unit 1: Communication Lesson 2: How to Listen

Listen Up! • Pupils to work with a partner. They should be given one minute to tell each other all there is to know about a given random subject, chosen from the random subject list. • After the time is up, invite the pupils to play a memory game “I went to outer space and I took a …”. Each child must remember what was said previously and add another item to the list. • At the end of the game, ask individual children to remember the four questions from the beginning of the lesson and to recall facts from the discussion with their partner.

Plenary • Discuss effective ways of remembering and recalling information, as well as sharing the information they have learnt. • Play a rhythm game where you tap a rhythm and the children respond, with the rhythm patterns gradually becoming more difficult and including different body parts. Extend this further by dividing the class up into four groups with a pupil acting as leader, taking on your role with each group, so the children have to listen very carefully for their part.

2. What is the name of the town that they live in? 3. How many pennies make a pound? 4. What is the name of the most famous cartoon character?

Resources

Random subject list

Random Subject List Things you can eat for breakfast

Cartoon characters

Different modes of transport

Buildings

Your favourite teacher

Colours

Exercise

Outer Space

ÂŠ Dimensions Curriculum Ltd. 2015

Relationships

LKS2

PSHE

P.37

Learning Objectives • Understand the terms ‘resilience’ and ‘persistence’ and why these character traits are important Ci13 Reflect on how people can take actions, make a positive contribution and have a say in what happens, both locally and nationally HW18 Work and play independently and in groups, showing sensitivity to others HW28 Respond to challenges, including recognising, taking and managing risk PW29 Face new challenges positively and know when to seek help

Unit 3: Bullying

Lesson 3: Persistence and Resillience

Don’t Give Up • Can they think of other times when they have shown persistence?

Main Activity • Share the story of Robert the Bruce and the spider, using the PowerPoint. Eventually, the spider was able to spin and stick its web to the wall. Robert watched carefully and felt inspired by the spider’s persistence. This led him to go back and ﬁght the English at the Battle of Bannockburn...

Introduction • Give pupils a spoon and ask him or her to try and balance it on their nose. Give them three minutes to try this. • Did any pupils not manage to achieve the goal of balancing the spoon? o Who managed it quite quickly? o Who took nearly all the time before they were successful? o Did anyone give up? Why? • Explain the meaning of the word ‘persistence’ (continuing in an opinion or course of action in spite of difficulty or opposition). • Not letting failure overcome you and the capacity to recover quickly from difficulties is known as resilience.

• Discuss the theme of the story and how the spider never gave up and tried and tried to achieve his goal, demonstrating resilience and persistence. • In groups, ask the pupils to collaborate on and write down ideas for a story where persistence pays off.

Plenary • Explain that the story is positive and shows persistence and resilience, which are character traits that we can all develop. • Bullying is a negative form of persistence.

Resources

Class set of spoons (metal or plastic) Robert the Bruce PowerPoint

Relationships

LKS2

PSHE

P.45

Learning Objectives • Know and understand the features of a good friend • Understand why it is important to be positive in relationships with others Ci15 Work co-operatively, showing fairness and consideration to others PW32 Talk about their views on issues that affect themselves and their class

Introduction • Explain that the class are going to hold a friendship awards event called the BAFAs (Best at Friendship Awards) where individuals will be recognised for their excellent friendship skills and actions. • Use the ideas from previous lessons to compile a list of categories for the awards e.g. most reliable, kindest etc.

Unit 5: Healthy Relationships

Lesson 3: Friendship

The BAFAs • Pupils could take roles as interviewers, asking questions about how the children feel before the winner is announced and afterwards, interview the winners. You will also need to choose award announcers. • Teacher / adult acts as the host of the event. • The announcers will explain the reason for the voters’ choice and present the winner with an award (simple badge or certificate). • The winner can then thank the class and explain why being a good friend is important to them. D GOO S S CLA D N FRIE

Class Friend Certificate

This Certificate is awarded to

Main Activity

for being a good class friend! Date:

• Once the categories are decided, pupils vote in a secret ballot for each award winner.

• There will also be an overall award for ‘Class Friend’. All the children in class will be eligible to win and there will be a vote for this award, too. • Each pupil should write a speech, explaining why they should be the class friend.

Plenary • Teacher host can then wrap up the award ceremony by presenting the ‘Class Friend’ award.

• Hold a BAFAs red carpet event. The event should be as glitzy as possible:- battery operated fairy lights, ceremonial music, applause and flashing camera lights. The red carpet too, if possible (or even an old rug will do!)

Resources

Award Certificates (templates provided) Glitzy award event paraphernalia

Friend Certificate

ÂŠ Dimensions Curriculum Ltd. 2015

Date:

for being a good friend!

This Certificate is awarded to

D O GO D N E I FR

ÂŠ Dimensions Curriculum Ltd. 2015

Date:

for being a good class friend!

This Certificate is awarded to

Class Friend Certificate

D O GO S S A CL D N E I R F

Living in the Wider World

LKS2

PSHE

P.51

Unit 3: Discrimination Lesson 1: Gender Stereotypes

His and Hers

Learning Objectives

Main Activity

• Know and understand the terms ‘discrimination’ and ‘stereotype’ • Challenge stereotypes relating to gender and work Ci8 Show awareness of issues affecting communities and groups Ci12 Recognise the importance of local organisations in providing for the needs of the local community Ci13 Reflect on how people can take actions, make a positive contribution and have a say in what happens, both locally and nationally HW20 Work independently and in groups, taking on different roles and collaborating towards common goals PW65 Recognise how new relationships may develop

• Introduce the word ‘stereotype’ and how this relates to their responses. • Show pupils the job cards and challenge misconceptions about who does certain jobs. Job Cards

Introduction

Nurse

Teaching Assistant

Lorry Driver

Painter

Florist

Postman

Sales Assistant

Artist

Ballerina

Cleaner

• Explain that discrimination is when someone is treated differently or unfairly because of their racial or ethnic origin, disability, religion or belief, age, sex or sexual orientation.

• Joanne is a painter and decorator. Most painters and decorators are male – why do they think this is the case?

• Discrimination exists in all races and cultures and anyone can experience it. People can be discriminated against in different ways and it can occur because of 'real' differences or 'perceived' differences (or pre-conceptions).

• Pupils can contact Joanne with any questions they might have about her job at joannehowie7@gmail.com

• Read the story ‘Jodie and Finn’ to the class.

• How can pupils challenge stereotypes they may come across?

• As you read, ask the pupils to listen carefully. • Then, give them the profile sheet to complete.

Plenary

• Have they any personal experience of being discriminated against e.g. couldn’t join a football team because of gender?

• Discuss and compare responses.

Resources

Job Cards Nurse

Teaching Assistant

Lorry Driver

Painter

Florist

Postman

Sales Assistant

Artist

Ballerina

Cleaner

ÂŠ Dimensions Curriculum Ltd. 2015

Jodie and Finn’s Day Finn and Jodie are 16 year old twins. This is a story about a normal school day for them. Although twins are usually known for behaving and doing everything in the same, this set of twins certainly don’t! For example, whilst one twin lies in bed until they are awoken by their mum with her regular seven o’clock alarm call knock at the door, informs them to get up, quickly makes the bed and goes downstairs for breakfast. The other twin rose early at six, left their bed unmade and went off to complete their milk-round. By the time the family sits at the table, the other twin who left earlier, having completed their milk-round has returned home and joins them all for a family breakfast together. One twin sits and waits for mum to make their toast, whilst the other twin get their own cereal and makes their own toast. At school, the first lesson is English with Mr Charlton. It is also their spelling test today! One twin makes lots of mistakes, whilst the other gets every spelling correct. The next lesson is PE. Mrs Emberton allows the pupils to choose where to start from a carousel of activities. One twin chooses dance, whilst the other pupil chooses tennis. During lunchtime break, one twin goes into the library to research extra for homework, whilst the other twin stands and chatters with friends on the field. The first afternoon lesson takes both twins into Art. One twin has drawn the most intricate of flowers, which the teacher uses as the perfect example to everyone, whilst the other twin couldn’t complete their attempt as they’d left some of their equipment at home. Afternoon break-time comes and both twins go to the toilet. One twin looks in the mirror, refreshes their appearance and brushes their hair. The other twin walks straight out with their friends, not even realising there’s a mirror on the wall! At the end of the day and after the whole family has enjoyed their evening meal together, one twin just sits in front of the TV, whilst the other twin goes straight to their bedroom to complete their homework assignment. At bedtime, one twin shouts ‘night night’ down the stairs, whilst the other twin kisses and hugs both parents affectionately.

Profile Sheet Which twin do you think did what? Answer each question by circling the name of the twin.

Who does the milk-round in the morning?

Jodie

Finn

Who makes their own bed?

Jodie

Finn

Who gets their own breakfast?

Jodie

Finn

How does well on their spelling test?

Jodie

Finn

Who dances enthusiastically in PE?

Jodie

Finn

Who goes to the library at lunchtime?

Jodie

Finn

Who stands around chattering with friends?

Jodie

Finn

Who draws the best flower?

Jodie

Finn

Who forgets to take their equipment to Art?

Jodie

Finn

Who smartens their appearance in the mirror?

Jodie

Finn

Who completes their assignment straight after tea?

Jodie

Finn

Who is more affectionate with their parents before bed?

Jodie

Finn

Unit 4: Economic Awareness

Living in the Wider World

LKS2

PSHE

P.52

Lesson 1: Money Choices

A Million Dollars

Learning Objectives • Learn about and reflect on their own spending habits / choices • Understand why financial management and planning is important from a young age Ci10 Identify the difference between needs and wants Ci16 Make decisions, giving consideration to the impact they may have on others HW23 Set goals, prioritise and manage time and resources, understanding how this will help their future actions PW26 Recognise what influences the choices people make about how money is spent

Introduction • Explain that money comes in different currencies e.g. Euros, Pounds etc. How much money in your currency is the equivalent to $1,000,000?

• Pupils to work on their own version of the lyrics and then sing along to soundtrack.

Plenary

• Show pupils examples of any foreign currency you may have lying around in a drawer at home!

• Discuss their choices for the lyrics.

• Have the pupils any experience of using foreign currency? Ask them to share their experiences.

• How do their choices reflect their current spending habits?

• Which country were they in? Did it feel like they were handling ‘real’ money?

• Are their choices based on current or future wants / needs?

Main Activity

• How can they go about planning financially for the future at such a young age? Encourage saving and spending responsibly.

• Play the pupils the song ‘If I had a Million Dollars’. • Share a copy of the lyrics http://www.metrolyr ics.com/if-i-had-a-million-dollars-lyrics-barenaked-la dies.html and sing along.

Resources

‘If I had a Million Dollars’ song