Medium Term Plan Year 3 / 4 Topic: Good to be Me Subject: seal/ psche date: Spring 2012



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Medium Term Plan Year 3 / 4


Topic: Good to be Me
Subject: SEAL/ PSCHE
Date: Spring 2012

An overview of the primary Social and Emotional Aspects of Learning (SEAL) theme ‘Good to be me’, which focuses on developing children's skills in three key areas: self-awareness, managing feelings and empathy. This is part of the SEAL: 'Improving behaviour, improving learning' materials.




Week

Learning Objective

Learning Question

Activities with differentiation.

Resources

Levels linked with LO

1


Chn learn to:


Gain self-awareness – feeling good about myself


How am I special?

Starter Activity- Tell the chn that this topic is about them, every single one of them, because each of them is special. What does special mean? Write ideas down. Tell chn that every time a baby is born, that baby is special, never in the history of the world has a baby quite like that one been born before. Each of them has something special that makes them who they are. Ask chn to say some of the ways in which each of them is different from others. Encourage them to think of characteristics like being kind or hard-working, as well as some of the more-obvious differences. Record some of these responses. It isn’t only about what they look like, or what they are good at, each child is unique and special in his or her own particular way. Sometimes it is hard to remember how special each of us is. Sometimes we think that others can do things so much better than we can. Sometimes, when we feel bad, we forget what our special gifts are.

The story the chn are about to hear tells of some of the animals that live in the forest. Of all the animals, it is Mouse who has forgotten that she has her own special gift. The chn are going to try and help Mouse to believe in herself. Every time Mouse says, ‘I’m no good, I’m only a mouse,’ the children are going to whisper: ‘Believe in yourself, believe in yourself’ several times to help her to remember that it is good to be who she is. Read animal story.


Main Activity- Ask chn to think of the different things that made each of the animals special. Ask them why they think that Mouse found it so hard to believe in herself. Remind them that some people have special gifts that are easy to see and others are special in a much quieter way like Mouse was. The children are going to think about what makes them special, it may be something they are good at or something they have done.

There is a template for chn who need more structure (lesson 1 folder).



Plenary-

Chn to think about something thoughtful or brave they have done. When they have thought of something that makes each of them special, they should keep that thought in their heads for a minute or two. Remind the children that they helped Mouse to remember that she too was special. Sometimes they may need to remind themselves or each other. Chn to share some of their ideas. Before they leave, ask the children and adults to whisper out loud ‘It’s good to be me’.



Mouse story- http://content.west-cheshire.ac.uk/Childcare/SEAL/data_folder/downloads/assemblies/pns_seal135305_gd2bme_assem.pdf
paper

Year 4
1b) to recognise their worth as individuals, by identifying positive things about themselves

and their achievements, seeing their mistakes, making amends and setting personal goals;





2

Chn learn to:

Recognise different expressions and feelings and the different reactions our bodies may have,


Am I aware of my own feelings?

Starter- Explain that chn are going to be talking about feelings a lot over the next few weeks. Sometimes we want to talk about feelings but find it difficult so the chn are going to be making an emotional barometer. What different feelings can chn think of? Watch bbc clip: http://www.bbc.co.uk/learningzone/clips/talkie-time-face-and-feelings/11868.html. This clip is interactive chn are to read phrases on video to talk to presenter.

main activity

Each child makes an emotional barometer from card, using the template. The barometer indicates the level of intensity of the feeling(s) that chn are experiencing.

It is a visual cue that keeps children aware of their changing emotions and allows them to record the effect of events and interactions on their mood, helping them to become self-aware and to develop empathy with others.

Chn can colour the different segments to indicate increasing levels of feeling (e.g. starting off pale blue and moving through to deep purple). There is a space for ‘Not sure/I don’t know’ as it is important that children realise that they do not have to share their emotions if they do not wish to. Chn may colour this segment a neutral shade.

Feeling words can be written on pieces of card to fit the barometer and given to children to keep.

The template can be enlarged and used as a hanging class barometer to record the mood of the class (with different children being asked to set it at different times of the day). Teacher also has his or her own barometer and regularly models its use.

Ex- Chn can split


Barometer template,
IWB resource
Wordbank,

Card template for each child,


4a) that their actions affect themselves and others, to care about other people’s feelings

and to try to see things from their points of view;




3

Chn learn to:
Understand the meaning of fight or flight
Understand that different circumstances change people’s reactions and feelings
recognise when they find something difficult and do something about it or cope with how that makes them feel.


Can I look at different situations and decide whether I would ‘fight or flight’?

Starter- Explain that chn are going to discuss the saying ‘Fight or flight’ . Do the chn have any ideas what this means. Show chn video clip http://www.bbc.co.uk/learningzone/clips/how-do-children-feel-after-they-are-angry/715.html and show powerpoint on ‘Fight or flight’ to explain it.

Main activity- Chn to work small mixed ability groups to work through fight or flight situation cards. The children might take it in turns to pick up a card and read it. They should try, with the help of a friend, to think of:

• a fight response;

• a flight response;

• and a thinking response;

for each card.

Which response do they think would work best? Are there times when flight might be the best thing to do? Are there times when you might need to fight? Would you think at the same time? If chn finish they can’t act out one of their situations with the different responses.



Plenary- Choose different groups to come to front of class and share their responses.

IWB resource- http://www.bbc.co.uk/learningzone/clips/how-do-children-feel-after-they-are-angry/715.html

Fight or flight cards
Power point


4a) that their actions affect themselves and others, to care about other people’s feelings

and to try to see things from their points of view;




4

Chn will learn to:
Understand the meaning of hopeful and hopeless
Change hopeless thoughts into hopeful thoughts (negative to positive)
Work collaboratively in a team
Assess their ability to work in a group

Can I work as part of a team to design a poster to encourage positivity in our classroom?

Starter- Ask chn if they know what hopeful means? Write ideas on the board. Read hopeful story about the boy’s birthday. Can they think what it means now? Explain that sometimes it seems that everything is going wrong and we begin to feel hopeless. The chn’s challenge is to turn your hopeless thoughts into hopeful thoughts.

Main Activity- The challenge is to work together to produce a poster for display in the classroom to remind us to think hopeful, helpful and positive thoughts. Chn to work in small mixed ability groups.

Chn to start by working together to think of some of the hopeless and hopeful thoughts they have. Eg- Hopeless-I can’t do it/Hopeful- If I try a different way. Hopeless- I’m just stupid..../Hopeful- It is hard but if I...

Each poster should have:

• something visual to catch your eye and make you think;

• a catch phrase to help you remember;

• a title that sums up what your poster is about.

Remind chn about group work. Don’t forget to think about HOW you work together as well as WHAT you end up with! Remember to: plan your time well, making sure that everyone is doing something

sensible towards the challenge, and having someone to check the progress everyone

is making. Think about what you can do if things go wrong.

Plenary: Chn to complete ‘Working together self-review checklist’ and share their posters with the class.


Hopeful story
Hopeful/ hopeless cards (main activity)

1b) to recognise their worth as individuals, by identifying positive things about themselves

and their achievements, seeing their mistakes, making amends and setting personal goals;




5

Chn learn to:

understand

feelings, and why and how they lead us to behave the way we do –

particularly the feelings of being surprised, hopeful, disappointed, worried

and anxious.
Explain why they experience various feelings/emotions


Can identify times in my life where I have felt surpried/ worried/ dissappointed?

Starter- Today chn are going to look at some different feelings: surprised, worried, disappointed, scared and hopeful. Write these words down. Do chn have any idea what they mean? Chn to look at power point and for each picture write on their individual whiteboards which feeling they think is being shown. Are they correct? Can they think of an example of a time that they felt like this? Read Nobody Knows poem for inspiration.

Main Activity- LA- Chn to draw a time that they have been surprised/ worried or disappointed.


MA- Chn to fill in sentences about being surprised/ worried or disappointed.

HA- Can chn write their own Nobody knows poem?

Plenary- Chn to share their experiences if they wish with rest of the class.


Nobody Knows poem




6

Chn learn to:
Manage their feelings – relaxing, coping with anxiety.

Discuss their feelings


Understand why it is sometimes important to stop and

think when we feel angry or stressed.




Can I use strategies to help me cope with feelings

Starter- Teacher to role play being ‘stressed’- show fidgeting, explain that your sweating, fast heartbeat, talking fast, snappy etc. What could it be that made teacher stressed? What does stressed/anxious mea? Talk about different reasons that make people stressed. Show chn stress ball, when thrown towards them chn are to tell the class one thing that makes them feel stressed (if time this could be done as a class circle time). Discuss use of the stressball. Can chn think of other ways that people might manage their stress/calm down? Talk about calming music, drawing, walking, sitting alone, exercise, dancing, count to 10, yoga. What do they do to calm down? Discuss in talking partners. Show managing stress video- http://www.bbc.co.uk/learningzone/clips/brainsmart-animation-managing-stress/10037.html

Main Activity- LA- Fold paper- on one side child is to draw what makes them feel ‘stressed’ and on teh other side they are to draw what calms them down.


HA- Look at outline of body and label different effects that stress could have on body


IWB resource- stress video
paper
























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