Learning to Respect Programme Domestic Violence Week



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Wellington Primary School



Learning to Respect Programme



Domestic Violence Week

27th November – 1st December



Nursery
Monday

Aim


- Reinforce correct circle time behaviour when everyone is seated in a circle, adult lead to make sure they are seated on the floor with the children as well.

Use – Eyes – see

Ears – listen

Mouth – speak

Head – think

Hands – lap

- Pass the handclap making eye contact throughout.

- Sing the good morning song/or song of your choice with every one joining in.

- End: Enc. all to sing the goodbye song, sounds much nicer when everyone sings.

- Share oranges and lemons and share that we will play a game tomorrow.



Tuesday

  • AM

    • Pass the smile

    • Sing the good morning song/or song of your choice with every one joining in.

  • End: Enc. all to sing the goodbye song, sounds much nicer when everyone sings.

  • Oranges and Lemons listening game.



Wednesday

  • AM

    • Pass the flying kiss

    • Sing the good morning song/or song of your choice with every one joining in.

- “I am special day”, all children and adults to make a special sticky label decorated as they wish with their name “written” on it, and to wear it all day and to admire each others labels with positive comments.

- End: Enc. all to sing the goodbye song, sounds much nicer when everyone sings.

- Where are the keys? game.
Thursday

  • AM


    • Pass the ball

    • Sing the good morning song/or song of your choice with every one joining in.

  • End: Encourage all to sing the goodbye song, sounds much nicer when everyone sings.

  • Oranges and lemons game.


Friday

  • AM

    • Pass the keys – quietly

    • Sing the good morning song/or song of your choice with every one joining in.

  • End: Encourage all to sing the goodbye song, sounds much nicer when everyone sings.

  • Where are the keys? Game.




Reception Year



Monday


Objective:

To know why I am special

Activity:

Warm Up – Pirate’s Treasure Listening game, pirate must listen out for keys being taken from the box.

Circle round:

Pass around ‘special star’ and continue sentence starter: ‘I am special because ……………’

End: Pass the smile

Key Questions/vocabulary:

What is special about you?

What is special about x?




Tuesday

The Rainbow Fish

Objective:

To reinforce book behaviour

To identify feelings

Activity:

Look at the front cover, title, read the blurb. Predict story. Read through book identifying familiar high frequency words, where to start reading and discuss the pictures.

Learn to respect:

Discuss how the Rainbow Fish was feeling at various parts of the story and how the actions of others affected him.

Key Questions/vocabulary:

Can you find a word you recognise?

Where is the title?

How is the Rainbow Fish feeling?

Why is the Rainbow Fish special?


Wednesday

Objective:

To use phonic knowledge in writing.

To develop pencil control.

Activity: Learn to respect:

Children to think about what makes them special and write a sentence. Encourage correct pencil grip and writing from left to right.. Children to attempt to identify initial sounds and use this in their writing.

Key Questions/vocabulary:

What is special about you?

Where do you start writing?

What sound does ………….. begin with?



Thursday

Objective: Learn to respect:

To build up team and co-operation skills. To improve listening skills.

Activity: Parachute and ball game – say a person’s name and try to roll the ball to them.

Extend: ‘roll to someone with ……… hair, with a name beginning with ……’

Key questions/vocabulary:

Can you roll the ball to ……….? (child’s name)

Team work, work together, co-operate, help.


Friday

CD (Music)

Objective:

To be able to join in with songs about ourselves and our feelings.

Activity:

Singing as a group: ‘If you’re happy and you know it’, ‘Heads, shoulders, knees and toes’.

Key questions/vocabulary:

Actions. Words, feelings, parts of the body.



Year 1



Tuesday


To show a range of emotions that they experience every day. Children to think about the different emotions they feel every day. ………….. in the morning I feel. Can you show me that feeling?
Complete the sentence – show children the beginning of a sentence. Children to use whiteboards to finish with a full stop.
Children to show their feelings to their partner at different times of the day.

What are you doing at that time?

Who is around you?

Mixed ability.


Look at pictures of different people showing different emotions.

How do you think he/she feels?

Why do you think he/she is feeling like that?

Wednesday


To think about feeling what they like and don’t like.

Recap the different feelings we have and children to work with talk partner to sort into the ones they want to feel more of and the ones they don’t like.

Children to choose a feeling that they don’t like and think of a time when they felt like that.

Draw a picture and write about when you felt like that.

Word books to support.

When do you feel the feelings that we do like?

What are you doing when you feel like that?

Who is around you?

How could we feel more like that?



Thursday


To suggest ways of making people feel good feelings at school.

Look back at the feelings that children liked.

Think pair and share ideas that would help people feel good all the time.
Children to work in mixed groups to make a poster of the ideas that could help everyone feel good at school.
Share the children’s work.

What do we think of the ideas?

Could we make them work in school?
Year 2

Tuesday

Aims -


  • to establish the nature and purpose of rules

  • to identify different rules and types of rules

  • to begin to identify what the consequences of not following rules might be



Method -


    1. Prepare big sheets of paper for small groups to complete, each with the questions listed below on them.

      • What is a rule?

      • Can you tell me what this word means?

      • Can you give me some examples?

      • Collect as many examples of rules as you can.

      • How can we categorise these rules?

      • Help the group to divide the rules into categories: school rules, family rules, laws, traffic laws, etc.

    2. Ask: Are rules always written down? Think of examples of unwritten rules.
    3. In small groups: give each small group a collection of rules from the list made above (write each one on a post-it note as they are given to you, then you can give a collection of post-it notes to each group. Ask them to consider, for each rule: who made it (if they know – or guess, if they don’t); who has to obey it; who makes sure that it is obeyed; what are the consequences of not obeying it.





    1. In whole group: discuss each rule and place them in categories:

laws, school rules, family rules, unwritten rules, other sorts of rules.
Ordered lines – ask the group to get into line with the tallest at one end and the shortest at the other, with no talking.
……………………………………………………..
Wednesday
Aims –

  • for children to assess the qualities of a good friend and to relate these to themselves and what they have to offer in a friendship


Method –

Divide into small groups of about 4. Ask the children to write an advert for a good friend, saying what they think a good friend should be like and what a good friend should offer. Now ask them to make their own advert on A4 paper, saying:



  • 6 things they want from a friend

  • 6 things they could offer a friend

Bring the group together. Ask them to say what they think makes a good friend and what makes a bad friend. Consider what happens if they are a good friend to someone.


Circle – ask the children to make a perfect circle, sitting on the floor in one group. Look around and see if there are any bumps in the circle. Make sure they can see everyone and that they are not blocking anyone’s view. Ask them to move if necessary. Make sure that that they are the same distance from each person to their right and left.
……………………………………………..
Thursday
Aims –

  • to encourage a feeling of working as a whole group

  • to develop concentration

  • to develop skills at putting sound and movement together which will be needed in other activities.

Method –

Standing in a circle, set up an even rhythm, clap, clap, tamp, stamp, each sound should be on the beat of a four beat bar. Get the whole group to copy and maintain this rhythm. Going around the circle in turn, get each person to shout their name over the third and fourth beats, e.g. clap, clap, AH-MED. The whole group then repeats this, keeping in the rhythm without stopping, until each person has said their name.

Shapes – ask the group to organise themselves into 2 squares, then 1 triangle and 1 circle, then 1 square and 1 rectangle, then 1 circle and 1 rectangle, quickly and without talking.


Year 3

Session 1: Respect story time
Learning Objective: To create a sentence that makes sense in context.
Classroom teacher to begin a story using only one sentence. Eg Lara was a disrespectful girl OR Philip was in trouble at school.

Children continue the story, in turn, one sentence at a time, using some of the words displayed on IWB. They must turn the story around. Stories can be recorded. Play the story back to class and discuss.


How did you change the story?

What was happening in the story?

What other ways could the story have gone?
Session 2: What is friendship?

LO: To identify the qualities that make a good friend.


Children get into groups of 4. Choose one person for the other 3 to draw around their body shape onto a big piece of sugar paper. Inside the outline of the person, the 3 children write down the qualities of a good friend in felt tips. Share with the other children in the class. Do the children feel that they have all the qualities they have identified within themselves? Display as a class.
Session 3: Times of anger?

LO: To discuss how it felt when I was angry

Encourage the children to think of a time they were angry, and in groups of 4, describe what had happened to make them feel like that. Children to share how they dealt with the anger in that situation. Other children in the group suggest alternative courses of action. Children in the group produce a tableau for each scenario. Children perform tableau to class for discussion. Children to complete a piece of written work based on their performances using the following writing prompts:

When I’m angry I feel…

If I’m feeling angry I can…

If I’m with someone else who’s angry I can…


Year 4
Learning Intention:

To identify the characteristics of a role model within our school.


Aims:

To know who we can go to for help during the school day.

To identify what an adult can do to help if we need assistance.

To know what adults expect from us, the pupils.


Activities:

Discuss and list the adults within school who can help us.

Make a list of things adults can do if you go to them for help.
Focus on lunchtimes at Wellington.

Key Questions:


Who can we go to for help?

What can they do to help us?


Discuss the role of the SMSA’s. Use think/pair/share to generate discussion.

Written Task:


You need to employ an extra SMSA for lunchtimes.

Write a job description for the person you are looking for.

What qualities and skills do they need to have?

Think about what you want their role to be at lunchtime.



Extension Activity:


What questions would they ask an SMSA at interview?

Plenary:


Discuss the qualities and skills wanted by individuals. As a class prioritise into those that are most important, moderately important and least important.
………………………..
Learning Intention:

To learn to cooperate with our peers.

Aims:

To appreciate the importance of turn taking and sharing.

To understand why it is important to work together.

To know what makes a good team.

Activities:

Discuss the importance of sharing. Why is it important to share. Make a list together as a class.

Show the children the parachute and explain why we are choosing to use it today.

Discuss class rules when using the parachute.

Generate some success criteria for the lesson.



Task:


  1. All Change

  2. Cat and Mouse

  3. Rollerball

(see task sheet)

Plenary:


Think/pair/share task.

What did we enjoy?

What did we do well?

How could we improve next time?

Did we achieve our success criteria?

…………………………..


Learning Intention:

To work as a team for solving problems.


Activities:

Team building exercises. Children to work in groups, share ideas, listen to each other, organise themselves according to instructions.


Split the children into 3 or 4 groups. Let them know that they are going to have to solve some problems as a team with out talking. They must discuss how they will solve the problems and how they will communicate.

Key questions:


Can you organise yourselves from smallest to tallest without talking?

Repeat for shoe size, birthdays etc.

What skills can we use to help us?

Assess who is using skills that work well. Could we all adopt these skills for the purpose of the task?



Plenary:


Finish by asking the children to evaluate their methods and levels of success.

What worked well?

What could be improved next time?

Which skills did we use to tackle the task?

Were we successful? How do we know?

Year 5
Tuesday
‘What makes a good friend?’

Children get into groups of 4. Choose one person for the other 3 to draw around their body shape onto a big piece of sugar paper. Inside the outline of the person, the 3 children write down the qualities of a good friend in felt tips. Share with the other children in the class. Do the children feel that they have all the qualities they have identified within themselves? Display as a class.

Wednesday
‘Times of Anger’
Encourage the children to think of a time they were angry, and in groups of 4, describe what had happened to make them feel like that. Children to share how they dealt with the anger in that situation. Other children in the group suggest alternative courses of action. Children in the group produce a tableau for each scenario. Children perform tableau to class for discussion. Children to complete a piece of written work based on their performances using the following writing prompts:
When I’m angry I feel…

If I’m feeling angry I can…



If I’m with someone else who’s angry I can…
Friday
‘Parachute Games’
Children to become introduced to idea of working cooperatively to complete a range of parachute games.


Year 6
Tuesday
Learning Intention: To explore the different roles those are involved for male and female, in school, work and leisure.
Warm up (Connecting with others)

Aims:

  • To start finding connections between individuals, ideally including connections between children who do normally mix socially.

  • For children to focus on what makes them special and unique as individuals

Value

  • To build self esteem and sense of self

  • To build connections between children

  • To value differences as a positive asset to groups

Activity

  • The children are given a set of questions (see below) to ask their partner

  • What is your name?

  • Who is important in your life?

  • What do you like doing?
  • What are good at school, home, with your friends, hobbies


  • What makes you a good friend?

  • What do you think people in our family like about you?

  • What is special about you?


TASK 2

Aims:

  • To raise awareness of the dangers of stereotypes and prejudice.

  • To identify the skills needed to show respect.

  • To know the effects of respect and disrespect on others.


Values:

  • Using imagination.

  • Co-operation with the group.

  • Everyone gets to join in – and have fun.

  • Using words without thinking (using subconscious)


Key Questions:

  • What are stereotypes?

  • Why do we have stereotypes?

  • What affect do stereotypes have on people?

  • What is the difference between stereotypes and prejudice?


Activity:

  • Ask children to think (30 secs) about the word stereotypes and then to record as many stereotypes as they can on post it notes and put them on two sheets of paper one labelled ‘Male’ and ‘female’.

  • Briefly discuss outcomes of the post it notes.

  • Show the children the film extract ‘Second helpings’ by Joel Simon. UK, 1999 and ask them to focus in on the characters

  • Are these real characters?

  • What do their expressions tell us?

  • What is Yvonne like at the beginning of the film?

  • Has she changed at all by the end?

  • Who is the character in the mirror?

  • Children to carry out ‘conscious alley’ with Yvonne walking through
  • Spilt the class into two and half write letters in the role of Yvonne to Agony Aunt and the other half reply as Agony Aunt.



Differentiation

  • Less able children to draw what Yvonne saw in the mirror and label the picture with her thoughts.


Extension:


  • Question; How is respect shown at Wellington?


Plenary

  • Recap on lesson and share letters to and from Agony Aunt

  • Are the problems clear and how these are affecting Yvonne behaviour?

  • Is the advice given by Agony Aunt suitable?


Display letters


Wednesday
Learning Intention: To explore how lyrics to a song can communicate very powerful

Messages.



Warm up

  • Play parachute ‘lift off’ game.

  • All children to be holding the parachute and at the count of three everyone starts to raise and the lower the parachute. When we have done this three times on the fourth we all turn inside out and form a tent making sure everyone is inside.


Value

  • Extends concentration in a fun way

  • Develops active listening skills

  • Having to work together as a team


TASK

Aims:

  • To understand social issues and how they affect the wider world.

  • To identify the causes and suggest possible solutions to world wide issues.

  • To communicate abstract and delicate issues in a friendly and easy way.


Values:

  • Using imagination.

  • Develops listening skills

  • Co-operation with the group.
  • Everyone gets to join in – and have fun.


  • Applying meaning to different contexts


Key Questions:

  • What is the message in the song?

  • How could we show parts of the song through a freeze frame?


Activity:

  • Children to be given a copy of the song ‘We are the world’ by Michael Jackson

  • Children to learn the words and as they are singing there will tableaux of the various verses.


Extension:


  • Children to write the next verse of the song


Plenary

  • Children to sing and act out song while the audience are to give positive feedback – did the meaning of respect get across?

Video and record performance of song
Friday 1st December 2006
Learning Intention: To understand terms which define respect through the creation of a

Rap.
Warm up (Mirroring)



  • For all children, in pairs, to be successfully mirroring each other.

  • To develop non-verbal communication skills and connections between children (ideally children who do not normally work together and have limited English)

  • To begin to learn ways of expressing emotion physically


Value

  • Extends concentration in a fun way

  • Develops physical control

  • Children have to make a connection with another child or adult, not always the person they would choose

  • Have to cooperate to succeed


Activity - mirroring
  • Ask the children to make two lines facing each other and the A’s have to slowly move only their heads and shoulder’s while the B’s copy them exactly.


  • Extend this to moving their arms and hands as well again the movements should be smooth and simple.

  • Swapping over ask B to think of emotion e.g. anger and the movement and therefore the mirror should reflect this emotion.

  • The other side A’s react to this emotion so if the B’s are angry then A’s are mirroring fear.


TASK

Aims:

  • To understand what it means to respect and to be respected.

  • To identify the skills needed to show respect.

  • To know the effects of respect and disrespect on others.


Values:

  • Using imagination.

  • Co-operation with the group.

  • Everyone gets to join in – and have fun.

  • Using words without thinking (using subconscious)


Key Questions:

  • What is respect?

  • When and why/not should respect be given?

  • How do we see, feel and hear it?

  • How do we feel when we are respected or disrespected?


Activity:

  • Ask children to think (30 secs) about the word RESPECT and then to create a mind map.(2mins)

  • Ask children to share their thoughts and mind maps with their partner.

  • Discuss as a whole class the similarities and differences in each of the mind maps.

  • With the class define the word respect and come to a mutual agreement.

  • Now show the children the definition given by the …….

  • Tell the children that they are going to write a rap (oral poetry) to get across the meaning of respect.
  • Recall the characteristics of a rap and the definition and meaning of respect and children to write a rap



Differentiation – children who find this challenging are to write a poem for respect.
Extension:


  • Question; Should respect always be given – if yes why? If not then why not?


Plenary

  • Children to read out raps/poems while the audience are to give positive feedback – did the meaning of respect get across?


Display raps/poems and record the rap being performed.





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