Teaching notes - Hampshire · Web viewLooking at different medicines, over the counter and prescribed, and looking at safety information on labels. School nurse or visitor to talk

Personal, social and health education (PSHE) planning – Key Stage 1

An example of themes arranged into a long-term planOngoing provision for supporting personal development learning is maintained throughout all aspects of school life and supported through a sequence of themes, which have been planned to ensure continuity and progression.

Year 1: Working well together

Other people are special too

Caring for myself

Caring for others

Keeping safe

Looking forward.

Year 2: Who is in charge?

Celebrating and recognising differences

My body is important

Changing friendships

Taking charge

Looking forward.

HIAS PDL website PSHE long-term planning – KS1 – themes 1

Year 1 – Working well togetherSkills, knowledge and understanding

Objectives Suggested activities Outcomes for personal and social development

The National Curriculum framework for PSHE and citizenship teachers in England, DCSF/QCA

Pupils should be taught:

2a to take part in discussions with one other person and the whole class

2d to agree and follow rules for their group and classroom, and understand how rules help them.

Children should have opportunities to:

know the school and classroom rules and how they help them agree rules for their class or group co-operate with others in work and play, sharing and taking turns contribute to a discussion or conversation put their views forward clearly and appropriately identify ways of helping in class and improving the environment by their own actions. Make simple choices between activities.

Brainstorm and agree class rules. Illustrate rules and show ownership by signing or self-portrait. Make a class charter. Planning board, role play, turn-taking games, Snap, board games in groups. Circle time activities to promote trust and enjoyment, and to encourage co-operation, taking turns. Make a wall display co-operatively for the school hall or corridor. Forum topics in circle time. Stories with strong storyline – debate what should he/she do? Show and tell – listening, looking and questioning each other. Class task and jobs board. Develop green rules for playground. Plant bulbs, or plant up tubs for long-term project. Elect a school council – voting – is it fair/unfair? Have classroom monitors.

Children can:

explain why rules are important listen to what others say contribute to a class discussion share and take turns co-operate with others in

group or class activities.

2 PSHE long-term planning – KS1 – themes HIAS PDL website

Have you thought about? Links to school mission statement. Behaviour policy. Introducing privilege time. The breadth of opportunity required to support children’s personal development learning. Exploring the possibility of productive links with other curriculum areas.

Resources Books and stories. Parachute. Seeds and plants. Puppets. Playground equipment and games. HIAS e-Profile CD.

Assessment opportunities Observation of participation in circle time. End of key stage statements for PSHE at Key Stage 1 (see QCDA website:

http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/personal_social_and_health_education/end-of-key-stage-statements/index.aspx).

Links Every Child Matters

Make a positive contribution Engage in decision making and support the community and environment. Develop positive relationships and choose not to bully and discriminate.

RRR

Articles: 3 (adult involvement), 12 (opinions), 15 (joining groups), 29 (developing personal talents).

Healthy Schools

PSHE Have mechanisms in place to ensure children’s views are reflected in curriculum planning, teaching and

learning and the whole-school environment, including those with SEN and specific health conditions, as well as disaffected children and young carers.

SEAL Relationships.


http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/personal_social_and_health_education/end-of-key-stage-statements/index.aspx

http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/personal_social_and_health_education/end-of-key-stage-statements/index.aspx

Year 1 – Other people are special tooSkills, knowledge and understanding




2f that they belong to various groups and communities, such as family and school

4a to recognise how their behaviour affects other people

4c to identify and respect the differences and similarities between people

4e that there are different types of teasing and bullying, that bullying is wrong, and how to get help to deal with bullying.


know the different groups to which they belong: families, friends, school, etc recognise worth in others make positive statements about other people understand the effect bullying can have on others and know who to tell in the event of experiencing or observing bullying show respect by listening to what other people say understand that other people have needs consider the value of being a friend and having friends show a willingness to care for others recognise the ways their own behaviour affects others ask for and give permission.

Group work on belonging to a group, making a class record of all their groups – clubs, friends, etc. Circle time. Pairs – finding out what partners are good at, stories about achievement, making positive statements in circle time. Stories about feelings; words to describe feelings; sharing feelings in circle time; use of pictures of different situations – what are the children in the pictures feeling? Role play and drama. Listening activities in circle time; a debate, eg: should we play football in every PE lesson? Stories about others’ needs – babies, elderly, disabled people, visitors – with the focus on emotional as well as physical needs. Stories about friends; draw and write about my network of special people and what I do to make them happy or sad. Year 1 children helping Year R – reading a story, lunchtime buddy, playtime friend. Supporting a charity or appeal. Internet links to schools in other countries. Drama and role play developing class rules.

Children can:

talk about their own special people and what makes them special understand that other people have feelings too describe the differing needs of some other people find and tell a safe person if they are worried or hurt demonstrate the ability to make friends and share things with friends help people who do not

have friends.


Skills, knowledge and understanding


Learning language of asking for permission, and acting it out.

Have you thought about? Reinforcing the school’s positive behaviour rules. Talking about rewards and sanction system. Inviting a blind person to visit with their guide dog. Intercultural opportunities. Links to charities. The breadth of opportunity required to support children’s personal development learning. Exploring the possibility of productive links with other curriculum areas.

Resources Books and stories – Amazing Grace, by Mary Hoffman. Stories – Cleversticks, by Bernard Ashley, Piggybook, by Anthony Browne, Kipper stories, by Mick Inkpen, Old Bear stories, by Jane Hissey. Internet. Games. HIAS e-Profile CD.

Assessment opportunities Draw and write a poster or advertisement for an ideal friend. To show awareness of qualities of friendship.


Stay safe Safe from bullying and discrimination.

Make a positive contribution Develop positive relationships and choose not to bully and discriminate.

RRR

Articles: 3 (adult involvement), 5 (family guidance), 9 (staying with parents), 12 (opinions), 15 (joining groups), 19 (protection from violence/abuse).


Healthy Schools

Emotional health and well-being Identify vulnerable individuals and groups and establish appropriate strategies to support them and their families/carers. Have clear, planned curriculum opportunities for children to understand and explore feelings using appropriate learning and teaching styles. Have a clear policy on bullying, which is owned, understood and implemented by the whole school

community.


Year 1 – Caring for myselfSkills, knowledge and understanding




1a to recognise what they like and dislike, what is fair and unfair, and what is right and wrong

3b to maintain personal hygiene

3c how some diseases spread and can be controlled

3f that all household products, including medicines, can be harmful if not used properly.


own their own feelings, making “I” statements carry out personal routines develop skills for maintaining personal hygiene, cleaning teeth, washing hands be motivated to be clean and healthy think about what can go on their body and in their body and that some substances can be harmful begin to understand how infections are passed between people know about medicines and

begin to understand that all medicines are drugs, but not all drugs are medicines.

Circle time, silent statements, personal likes and preferences. Role play. Visitors such as dental hygienist, local environmental health officer. Designing information for other children, such as signs for the cloakroom. Draw and write about what goes into/onto my body? Visit to school kitchen, making map or 3-D representation to show risks and safe practices. Free play, doctors, dentists, nurses, etc. Create a medicine chest of

substances which could be medicines.

Children can:

explain how to keep clean and healthy express a desire to be clean and healthy explain why some substances should only go into or onto the body describe why we need medicines and that these are all drugs.

Have you thought about? Staff as role models. Involving environmental health officer to demonstrate hand-washing tests. Police liaison officer, school nurse or dental hygienist. The breadth of opportunity required to support children’s personal development learning. Exploring the possibility of productive links with other curriculum areas.

Resources Books and stories. Visitors. A medicine chest of day-to-day medicines and other substances such as alcoholic drinks, cigarettes or sweets. HIAS e-Profile CD.


Assessment opportunities Washing hands. Observation of free and structured play. Observation of sorting medicine chest items to demonstrate understanding of what are medicines.


Be healthy Healthy lifestyles. Choose not to take illegal drugs.

Stay safe Safe from accidental injury and death.

RRR

Articles: 12 (opinions), 24 (health care), 27 (financial stability), 33 (protection from drugs).

Healthy Schools

PSHE Involve professionals from appropriate external agencies to create specialist teams to support PSHE

delivery and to improve skills and knowledge, such as a school nurse, sexual health outreach workers and drug education advisers.

SEAL Good to be me.


Year 1 – Caring for othersSkills, knowledge and understanding




2h to contribute to the life of the class and school

4b to listen to other people, and play and work co-operatively.


begin to accept everyone as an individual appreciate the difference between needs and wants respect others’ needs, feelings and opinions value other people’s achievements understand the needs of plants and animals begin to take some responsibility for self and others, eg: in the classroom, playground, school visits identify jobs in the classroom and school and know what contribution they make to the life of the class and school consider the value of being part of different groups and communities begin to recognise the way

their choices can affect others.

Observational drawings of each other, discuss, compare and display individuality; changing places games in circle time to highlight individuality. Story – I want my potty; list

needs and wants as a class or group to help define meanings.

Practise listening and affirming through circle time. Class celebration time for in and out-of-school achievements. Revise Year R work through discussion, using non-fiction texts to find out why plants and animals need certain conditions. Design a test to establish what conditions plants need. Use of a class responsibility chart, class rules and expectations. Story – Alex’s outing, to explore behaviour on a school visit. Work together to plan a class/school assembly with each child contributing to the final outcome.

Develop green rules for environment and behaviour and

Children can:

show a willingness to care about others co-operate with others identify jobs in the classroom and school, and their contribution to the life of the school undertake responsibility for an agreed task appreciate and want to care for their classroom, school and school grounds want to help, participate

and make a difference.




make children aware that resources are limited and so need to be shared fairly. Carry out an audit of the

school grounds.

Have you thought about? Making intercultural links using DVDs about life in villages in other parts of the world. A school trip, such as a farm or arboretum visit. The breadth of opportunity required to support children’s personal development learning. Exploring the possibility of productive links with other curriculum areas.

Resources Books and stories – The lion who wanted to love, by Giles Andreae, Gordon Star, by Rebecca Patterson. Stories – I want my potty, by Tony Ross, Alex’s outing, by Mary Dickinson. Oxfam materials. HIAS e-Profile CD.

Assessment opportunities Observation of children carrying out their responsibilities, on a visit, or working in groups.


Make a positive contribution Engage in decision making and support the community and environment.

RRR

Articles: 3 (adult involvement), 12 (opinions), 15 (joining groups), 28 (right to an education),9 (developing personal talents).

Healthy Schools

PSHE Have mechanisms in place to ensure children’s views are reflected in curriculum planning, teaching and

learning, and the whole-school environment, including those with SEN and specific health conditions, as well as disaffected children and young carers.


SEAL Relationships.


Year 1 – Keeping safeSkills, knowledge and understanding




3g rules for, and ways of, keeping safe, including basic road safety, and about people who can help them to stay safe.


think about what they are keeping safe from indoors and outdoors, and whose job it is to keep them safe know places that are safe follow simple safety rules and instructions appreciate the need to take care and the need for safe actions know some of the rules for keeping safe, eg: medicines, tablets, household substances, fire, water care about keeping

themselves and others safe.

Draw and write about what they are keeping safe from indoors and outdoors, and whose job it is to keep them safe – visit from police officer, fire officer, crossing patrol. Using pictures to discuss potential risks in different settings. Develop safety rules for physical education, playground, road safety; make a safe places map showing safe places to play. Bandaged teddy as starting point to talk about how teddy could have kept safe. Looking at containers to find safety instructions and symbols. Making posters to help

others keep safe.

Children can:

adhere to rules and be able to explain why a rule is necessary describe people who could help them explain the potential risks to safety in a number of situations appreciate the need to

take care.

Have you thought about? The importance of using drawing and writing to find out children’s understanding of keeping safe to inform starting points. Which visitors can support this work. Linking to school rules and procedures. The breadth of opportunity required to support children’s personal development learning. Exploring the possibility of productive links with other curriculum areas.


Resources Books and stories. Visitors. Pictures. Posters from health promotion departments. Medicine containers. Community police officer and Hampshire Fire and Rescue Service. HIAS e-Profile CD.

Assessment opportunities Poster highlighting safety messages.



RRR

Articles: 3 (adult involvement), 19 (protection from violence/abuse), 28 (right to an education).

Healthy Schools

PSHE Have up-to-date policies in place – developed through wide consultation, implemented and monitored and evaluated for impact, covering sex and relationship education, drug education and incidents, safeguarding and confidentiality. Involve professionals from appropriate external agencies to create specialist teams to support PSHE

delivery and to improve skills and knowledge, such as a school nurse, sexual health outreach workers and drug education advisers.


Year 1 – Looking forwardSkills, knowledge and understanding




1c to recognise, name and deal with their feelings in a positive way

1d to think about themselves, learn from their experiences and recognise what they are good at.


perform tasks independently value their achievements and talents, want to do well, and make the most of opportunities review their progress and recognise personal achievement, strengths and weaknesses identify personal goals for improvement know some of the things that can cause different emotions be able to talk about a range

of emotions and feelings.

Develop classroom routines which encourage and reward independence. Circle time to make “I” statements about interests, achievements and progress during Year 1. Structured interviews in pairs – interview each other to help clarify strengths and personal, social and academic targets. Invite one or more visitors to be asked about their achievements and experiences, individually or on a panel. Create a personal profile – a fact file on myself – to include targets. Stories – Dogger, Pumpkin soup. Painting, poetry and mime

to express ideas and feelings.

Children can:

adhere to rules and be able to explain why a rule is necessary describe people who could help them explain the potential risks to safety in a number of situations appreciate the need to take care work and perform tasks independently name positive qualities about themselves demonstrate a positive self-image recognise and name a number of emotions.

Have you thought about? How to affirm positive qualities both publicly and privately. Each child having a special day. Using a digital camera to take photographs for generating fact files on the computer. Interviews with visitors. The breadth of opportunity required to support children’s personal development learning. Exploring the possibility of productive links with other curriculum areas.

Resources Books and stories – Pumpkin soup, by Helen Cooper, Dogger, by Shirley Hughes. HIAS e-Profile CD.


Assessment opportunities Discussions with individuals. Descriptive writing about emotions, personal recording.


Be healthy Mentally and emotionally healthy.

Enjoy and achieve Attend and enjoy school.

RRR

Articles: 12 (opinions), 15 (joining groups).

Healthy Schools

Emotional health and well-being Have clear, planned curriculum opportunities for children to understand and explore feelings using appropriate learning and teaching styles. Provide opportunities for children to participate in school activities and responsibilities to build their

confidence and self-esteem.

SEAL Changes.


Year 2 – Who is in charge?Skills, knowledge and understanding




2b to take part in a simple debate about topical issues

2g what improves and harms their local, natural and built environments and about some of the ways people look after them.


communicate and co-operate with others to contribute to the life of the class and school know about shops, services and advertising know that we have to pay for what we buy know about the world immediately around them, including community services, libraries, leisure centres, museums, etc know what improves and harms their local environment and know some of the different ways people look after it observe surroundings and be able to make some judgements know people in their community who can help them respond with increasing

confidence to new people and situations.

Class charter of rules developed through circle time. Class rotas. Visits to local shops or services, or visitors from these. Making maps and displays. Making a card game to match costs to services or products. Class booklet on local community and services they use, including clubs. Personal report writing. Making a directory of people who help across the community, demonstrating through role play. Debate on a local issue, such as whether a playground should be extended. Pretend to be a travel firm to extol advantages of area. Write letters of complaint or suggestions for change to the local council.

Children can:

describe and explain their opinions demonstrate that they can listen to other’s opinions show that they want to care for their environment, classroom and school grounds.

Have you thought about? Arranging a visit to the local mayor’s parlour. Visiting a supermarket or library. Involving visitors from the community – eg: police officer, shopkeeper, librarian, traffic warden. The breadth of opportunity required to support children’s personal development learning. Exploring the possibility of productive links with other curriculum areas.


Resources Books and stories. Local information, maps, street plans, brochures from library, tourist information. School libraries/resource centres. HIAS e-Profile CD.

Assessment opportunities Writing an advertisement for a local magazine. Contribution to a debate.


Make a positive contribution Develop enterprising behaviour. Engage in decision making and support the community and environment.

RRR

Articles: 3 (adult involvement), 17 (mass media), 29 (developing personal talents).

Healthy Schools

PSHE Involve professionals from appropriate external agencies to create specialist teams to support PSHE delivery and to improve skills and knowledge, such as a school nurse, sexual health outreach workers and drug education advisers. Have mechanisms in place to ensure children’s views are reflected in curriculum planning, teaching and

learning, and the whole-school environment, including those with SEN and specific health conditions, as well as disaffected children and young carers.


Year 2 – Celebrating and recognising differencesSkills, knowledge and understanding




1a to recognise what they like and dislike, what is fair and unfair, and what is right and wrong


1d to think about themselves, learn from their experiences and recognise what they are good at

4c to identify and respect the differences and similarities between people.


be able to express positive statements about themselves and others recognise and name feelings feel good about themselves identify some similarities and differences between people such as gender, appearance, abilities, families and cultural background know that people have things in common but that everyone is unique be proud of who they are and understand that difference does not mean better or worse explore the idea of fairness for all begin to question media messages and stereotypes.

Circle time “I can ...”, “I like ...”, “When I am happy I ...”, “I make people happy by ...”, etc. Charades – acting a feeling from a card. Stories. Expressive arts to show feelings. Make a celebration tree – for class or group – with leaves to show things they are good at. Photographs of People who care for us at home, to show family/carers’ networks. Stories from a range of cultures. Visitors from other parts of the world, who have been on journeys or who have moved within the UK. Data handling to show differences in height, eye colour or hair colour. Finishing a story to explore different options. Stories – Silver shoes; Once upon a time. Compare newspaper stories from different points of view – role play. Using advertisements to guess the product and begin to explore stereotypes.

Children can:

give reasons for their likes and dislikes recognise and name a number of emotions make positive statements about the characteristics of other people describe how people are similar and different demonstrate that they can listen to other’s opinions explain that some people may live lives that are different to ours.


Have you thought about? Visitors from other parts of the world, different cultures. The breadth of opportunity required to support children’s personal development learning. Exploring the possibility of productive links with other curriculum areas.

Resources Books and stories – Silver shoes, by Caroline Binch, Once upon a time, by Niki Daly. Newspaper articles. Photographs. HIAS e-Profile CD.

Assessment opportunities Contribution to a paired or group activity on likes and dislikes. Contribution to circle time through making “I” statements.


Be healthy Mentally and emotionally healthy.

Make a positive contribution Develop positive relationships and choose not to bully and discriminate.

RRR

Articles: 2 (equality), 9 (staying with parents), 12 (opinions), 15 (joining groups), 22 (refugees), 23 (disability), 30 (home language).

Healthy Schools

Emotional health and well-being Have clear, planned curriculum opportunities for children to understand and explore feelings using appropriate learning and teaching styles. Provide opportunities for children to participate in school activities and responsibilities to build their


SEAL Say no to bullying.


Year 2 – My body is importantSkills, knowledge and understanding




3a how to make simple choices that improve their health and well-being

3c how some diseases spread and can be controlled

3e the names of the main parts of the body

3g rules for, and ways of, keeping safe, including basic road safety, and about people who can help them to stay safe.


feel good about themselves value their bodies and monitor what they put into it, as all substances can be harmful if not used properly understand the need for exercise and rest to keep healthy know the range of options open to them, eg: food, games and activities know that some people need drugs to lead a normal life and that some drugs can prevent the development of diseases, eg: immunisation know that some diseases are infectious and can be controlled appreciate the need to take care, to be safe and care about keeping themselves and others’ safe know the names of more parts of their bodies know that they have rights over their own bodies know when to keep a secret

and when to tell.

Brainstorm things that make us feel happy. What goes into our bodies? – discuss in pairs or groups, and bring to class discussion. Planning a healthy day for a holiday play scheme to include all elements. Role play café, make leaflets, and/or posters for other children. Brainstorm on feeling well/unwell. Looking at different medicines, over the counter and prescribed, and looking at safety information on labels. School nurse or visitor to talk about immunisation. Playtime buddy scheme, looking after playground equipment as lunchtime helpers. Group work to label body parts – using an outline of a child, deciding which are proper names, family names, slang terms. Discussion on respecting personal body space.* Circle time, music, physical education games to name parts of body.

Puppets, role play and stories to consider what

Children can:

give a reasoned description about how to keep healthy demonstrate that they can make healthy and safe choices between snacks, playground activities, etc describe who they could ask for help in school and at home, and demonstrate how they could do this take responsibility for keeping themselves and others safe, such as by being a playground buddy or helper.




characters should do in different situations when asked to keep a secret – whether to tell, who to ask and how to ask for help.

Have you thought about? Using a range of visitors. Programmes about living differently across the world (rights, respect and responsibilities). Staff as role models. School council involvement. The breadth of opportunity required to support children’s personal development learning. Exploring the possibility of productive links with other curriculum areas.

Resources Books and stories. Visitors. Medicines. Lunchtime staff and equipment. Oxfam materials. HIAS e-Profile CD.

Assessment opportunities Observation during structured and non-structured play activities.


Be healthy Physically healthy. Mentally and emotionally healthy. Healthy lifestyles.



RRR

Articles: 3 (adult involvement), 12 (opinions), 15 (joining groups), 19 (protection from violence/abuse), 24 (health care), 33 (protection from drugs).

Healthy Schools

Healthy eating Consult children about food choices throughout the school day using school councils, Healthy School

tasks groups or other representative pupil bodies.

Physical activity Consult with children about the physical activities offered by the school, identifying barriers to participation

and seeking to remove them.

Emotional health and well-being Provide opportunities for children to participate in school activities and responsibilities to build their


*NB: To be aware that disclosures may occur during these discussions. Due to the sensitive nature of the subject matter, this should be handled carefully. For support and queries contact the school’s Child Protection Officer.


Year 2 – Changing friendshipsSkills, knowledge and understanding




1b to share their opinions on things that matter to them and explain their views



4d that family and friends should care for each other.


consider the qualities of a friend, and what they value in friends understand what a friend is, and how to be a friend understand that friendships can change make new friends and deal with losing friends recognise and name feelings, including feelings associated with change begin to learn to manage feelings positively and effectively reflect and learn from their experiences.

Drawn outline of a friend – qualities gathered on Post-its then sorted into class display. Circle time on friends and being a good friend, co-operation, games forum discussions. Puppets to illustrate aspects of friendship for others to identify. Stories about friendships. Mending a broken object – what do we need? Tray with string, Sellotape, glue, etc. How can we mend things we cannot see, such as friendships? Photographs/drawings of people’s faces to discuss feelings and extend vocabulary to describe feelings. Class plan on welcoming a new child to the class, or saying farewell to someone who is leaving, designing cards, making group presentations. Playmaking, role play,

hot-seating and other drama strategies to explore feelings in different situations and scenarios.

Children can:

describe feelings in a range of contexts explain that friendships can be broken but that they can also be mended again demonstrate concern for others.


Have you thought about? Visiting puppeteer, based on friendship theme. Stories of real life friendships, current and past – reminiscences of older people. The breadth of opportunity required to support children’s personal development learning. Exploring the possibility of productive links with other curriculum areas.

Resources Puppets. Books and stories about friendships. Broken objects and materials for mending them. HIAS e-Profile CD.

Assessment opportunities Self-assessment of their qualities as a friend.


Make a positive contribution Develop positive relationships and choose not to bully and discriminate. Develop self-confidence and successfully deal with significant life changes and challenges.

RRR

Articles: 12 (opinions), 15 (joining groups).

Healthy Schools

Emotional health and well-being Provide clear leadership to create and manage a positive environment which enhances emotional health and well-being in school – including the management of the behaviour and rewards policy. Have clear, planned curriculum opportunities for children to understand and explore feelings using

appropriate learning and teaching styles.

SEAL Relationships.


Year 2 – Taking chargeSkills, knowledge and understanding




2c to recognise choices they can make, and recognise the difference between right and wrong

2f that they belong to various groups and communities such as family and school

2i to realise that money comes from different sources and can be used for different purposes


4b to listen to other people, and play and work co-operatively.


develop personal values by being able to clarify what is important to them understand that they have choices, exploring ideas of good and bad, right and wrong and uncertain recognise choices they have made or can make recognise what is important to them in making choices learn to consider options and find relevant information think about how money can be spent other than on themselves recognise ways in which their own choices and behaviour affects others, including bullying and being bullied recognise that their actions have consequences for themselves show awareness of their right to decide.

Draw a picture of themselves, surrounded with what they would need to take to a desert island. Writing stories for younger children and reading these to them. Brainstorm choices they have and analyse into categories, eg: to eat, to relax, to make things, to learn about, to buy. In groups, decide what is important in making choices; make a class checklist for making choices. Groups research information for project of their choice, eg: a holiday, making something, a change to the classroom or playground – work out priorities, costs, etc. Story – Kipper and the giant, where choices affect others. Circle time focus on bullying and being bullied. Learning and practising

decision-making skills through role play.

Children can:

co-operate with others to achieve a group task demonstrate an ability to manage themselves in a range of situations, including new ones show some understanding of the difference between fact and opinion describe the importance of informed choices.

Have you thought about? Privilege time. Whether pupils have real opportunities to make decisions/take part in decision making in school. School council involvement in decision-making processes. The breadth of opportunity required to support children’s personal development learning. Exploring the possibility of productive links with other curriculum areas.


Resources Brochures, catalogues, price lists. Books and stories. Stories – Kipper and the giant, by Roderick Hunt, and Gordon in charge, by Jill Newton. HIAS e-Profile CD.

Assessment opportunities Pupil’s performance as a helper, monitor, school council member through self, group or teacher assessment.


Make a positive contribution Engage in decision making and support the community and environment. Engage in law-abiding and positive behaviour in and out of school. Develop positive relationships and choose not to bully and discriminate.

RRR

Articles: 3 (adult involvement), 12 (opinions), 31 (relaxation and play).

Healthy Schools

Emotional health and well-being Have a clear policy on bullying which is owned, understood and implemented by the whole school

community.


Year 2 – Looking forwardSkills, knowledge and understanding




1e how to set simple goals

2e to realise that people and other living things have needs, and that they have responsibilities to meet them

3d about the process of growing from young to old and how people’s needs change.


begin to take responsibility for self and others in and out of school, eg: classroom, playground, visits begin to understand about trust and reliability appreciate and want to care for their environment, classroom, school grounds, local area respect their own and other people’s property – personal and public begin to value resources and understand that they are limited begin to accept everyone as an individual, respecting others’ needs, opinions and feelings listen, concentrate and hold the attention of a listener reflect on how they have changed since starting school value their achievements, and be able to describe what they have achieved set targets for themselves.

Directory of class responsibilities. Circle time focus on responsibility and trust in families, at school and between friends. Making a school brochure or display to show what makes school a safe and healthy place. Developing green playground rules. Interviewing each other to make a class year book. Writing personal histories of themselves and older people in school or families. Personal record or classbook of achievements. Celebration of achievements during Key Stage 1.

Children can:

make and receive public affirmation about their positive qualities record their achievements and goals realistically show interest in others’ achievements, interests and aspirations.

Have you thought about? Involving older children to explain Key Stage 2 expectations. The breadth of opportunity required to support children’s personal development learning. Exploring the possibility of productive links with other curriculum areas.

Resources Books and stories. Year 3 children as visitors.


HIAS e-Profile CD.

Assessment opportunities Pupil’s recording of realistic targets and goals.


Enjoy and achieve Attend and enjoy school. Achieve stretching national educational standards at primary school.

RRR

Articles: 3 (adult involvement), 12 (opinions), 13 (share information), 28 (right to an education), 29 (developing personal talents).

Healthy Schools

PSHE Assess children’s progress and achievement in line with QCDA guidance.

Emotional health and well-being Provide opportunities for children to participate in school activities and responsibilities to build their


SEAL Changes.


Documents

Teaching notes - Hampshire · Web viewLooking at different medicines, over the counter and prescribed, and looking at safety information on labels. School nurse or visitor to talk