Seal autumn 1st Half Term Planning 2007 Year 2, class 2 New Beginnings (blue set)

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SEAL Autumn 1st Half Term Planning 2007

Year 2, class 2

New Beginnings (blue set)

Week/ Intended Learning Outcomes

Meeting Up

10 minutes

Warming Up

5 minutes

Opening Up

15 minutes

Cheering Up

5 minutes

Calming Down
5 minutes

Outside the Circle
20 minutes


I can talk about what makes a happy classroom.

The magic box p.66

Helps develop attentive looking skills.

I am special because…

Remind the children about the new world in the assembly story. Ask them to imagine a different kind of new world. Read them the story on p. 7 of blue book. Ask the children what it would be like in the ‘learning school’: What would the classrooms be like? (colour, temperature, view, windows, etc.)

What would they have in them? What would you see when the children were working in the classroom and playing in the playground? What would people be saying? Teachers and other adults? Children? How would it sound?

Praise children who have been listening carefully. Ask children to praise others who have spoken clearly. Praise and reward.

Send a ripple p.89

In pairs or individually, draw a happy classroom from the ‘learning school’ using

speech bubbles to show what the people are saying. Label all the things that

make it a happy school.


I know that I belong to a community.

I can help to make the class a safe and fair place.

I can help to make my class a good place to learn.

I know what I have to do myself to make the classroom and school a safe

and fair place for everyone, and that it is not OK for other people to make

it unsafe or unfair.

Car chase p.67

Develops concentration skills.

I feel happy at school when…

Look at the pictures from last session. Ask the children to share the things they have identified in their pictures. What do they think makes a happy classroom? Scribe these. As well as physical aspects, such as lots of books, activities, a fun, bright, cosy and clean environment, encourage the children to think about the way children will be working together, how everyone will be included, how people will speak to each other – for example:

• sharing;

• taking turns/waiting for their turn;

• looking after (respecting) each other (being kind to each other, speaking politely, telling an adult if they see someone being unkind) (Note: If children have completed work on bullying the previous year, remind them of the importance of ‘telling’);

• looking after the school and property (putting things away when they have

finished with them, looking after the classroom things carefully, not wasting


• doing their best with their work.

Record the children’s ideas to use in the later part of this activity, using spidergrams.

Ask children to praise others they think have been concentrating carefully.

Praise and reward.

Pass smiles, handshakes and waves round the circle.

Class to work together to devise their own class

charter using the ideas from the discussion they have had about the ‘learning

school’. Read out the first words on the charter: We want our classroom to be safe, fair and happy. Ask the children who is going to make this happen. Emphasise that it is the responsibility of all of us. We all have to agree to do things to make sure that the

classroom is safe, fair and happy.

Explain that they are going to complete the charter as a class.


I can sometimes tell if other people are feeling sad or scared and I know

how to make people feel better.

Who’s talking now? p.68

Helps Everyone focus on keeping quiet and listening carefully.

I think it is fair when…

LONGER activity

Use the photocards ‘happy’, ‘sad’, ‘frightened/scared’, ‘excited’ and the Feelings detective poster from the whole-school resource file to explore these feelings before you start the main activity, which involves preparing a ‘visitor’ from another class. This child will play the role of a new, shy child coming to the school for their first day. You will need to devise a fictional profile about the child. The class group think about and discuss how the child might be feeling and thought shower as many feeling words as possible. Point out that the children are new to this class, and some may be new to the school, so they should be able to remember how they felt. Ensure that words representing all of the following four key feeling families are included:

Happy, Sad, Excited, Frightened. The Emotional barometer can also be introduced at this point. Children can

choose one of these core feeling words and put it in the space in the centre of

their barometer. They can then use the pointer on the barometer to show whether the new person would feel this ‘a little’ ‘quite a bit’ ‘a lot’ or ‘too much!’ in each of the following situations that might happen to a child new to a class. It is likely that children will choose different points on the scale and this can be a good opportunity to reinforce the idea that we are all different – what some people might find really frightening, others might find only a little bit so, or even quite exciting.

The new child comes in and no one says hello.

The child doesn’t know where to put their coat, or who to ask.

A girl asks the child to be her partner for a game.

The teacher says that after play the new child’s group are going to use the

computer – the new child loves the computer and is very good at using it.

All the children line up and the new child doesn’t know why.

The new child does some writing and the teacher asks them to show the rest of

the class.

The new child tidies up the books and the teacher says, ‘Well done – that has

really helped me’ and gives the child a sticker.

Ask the children to contribute their own events and related feelings.

Celebrate the different things we are all good at. Ask the children to think of a reason why someone else in the class is special. Praise and reward.

Pass the Squeeze


I know some more ways to calm myself down when I feel scared or upset.

Express yourself p.71

Helps children to read faces.

I feel happy when…

Talk with the children about how they felt when they started school or joined a new group. When we are scared or sad, we often want to cry and find ourselves doing all the things we do when we are upset. Get children to recap on how we feel inside and what we do when we are upset. Ask them what helps them to calm down when they feel like this. You could use

the Ways to calm down sheet from the whole-school resource file to help the

discussion. If possible, choose some calming music and maybe some calming pictures, and share how these can help.

Ask the children to choose other children who always listen carefully and never shout out. Reward these children with a special sticker. Ask the children to choose children who are always kind in the playground. Praise and reward.

Creative visualisation p.90-91

Children work in small groups to make posters to remind children of the different ways to calm down.


I know some ways to solve a problem.

Changing seats p.71

Moves people around.

My friend is nice because…

Ask the children to imagine, either before or after the visit has taken place, that there is a problem when the ‘new child’ starts the school. This is the problem: You like the new girl/boy. But you are part of a very close group of friends who like to practise every break and lunchtime for a football/dancing competition you and your friends have entered. You have told your new friend to come along with you and expect your friends to be pleased. Instead they say, ‘he/she can’t play – it’s only for the people in the competition’. Your new friend looks very sad and goes to sit by him/herself in the playground. What do you do? Introduce/revise the Problem-solving process using the poster from the whole school resource file. Go through each step with the children, talking through their ideas about how to solve this problem.

Remind the children about how special they all are and that we all have different opinions and ideas and that is okay.

Praise and reward good listeners and good speakers.

Pass the squeeze

Write a ‘class song’ with actions to show ‘how we do things in our class’. A

popular tune to adapt is ‘Here we go round the mulberry bush’, using words and

actions that the children come up with, for example:

‘Here is how we share our pens, share our pens, share our pens …’

‘Here is how we listen carefully, listen carefully, listen carefully …’

‘Here is how we put things away, put things away, put things away …’


I know that I belong to a community.

I know what I have to do myself to make the classroom and school a safe

and fair place for everyone, and that it is not OK for other people to make

it unsafe or unfair.

I can help to make the class a safe and fair place.

I can help to make my class a good place to learn

Pass the snake p.73

Drama and mime are always fun!

I am good at…

LONGER activity

Ask the children to think back to the continuation of the assembly story and the ‘learning school’. Drawing on their experience of working on the charter and working on feelings, each child should decide: one thing that they would take with them from this school to the dream school if they were given the chance; one thing they would leave behind; one new thing or idea that they would create or order especially to take (for example, a person to talk to when they felt sad, a field to play in, a sweet-making machine).

The things might be tangible, such as painting materials, but they might also be intangible – for example, they might choose to leave behind ‘telling lies’. Provide three leaves of different colours for each child. Ask the children to write or draw their contribution on the appropriate colour leaf to take to assembly to contribute to a whole-school display. The colours should be agreed between classes, so that there is consistency. These leaves should be taken to the final assembly. The leaves with the things to take with them or develop in the school should be stuck on the display. The things to leave behind should be dropped in a special bin on the way out of the assembly (and kept for review by the leadership team as useful feedback).

Ask the children to praise others who have been kind in the playground. Ask the children to praise those who have helped in the classroom. Ask the children to praise those who have used their circle time skills.

Praise and reward.

Sing the class song.

Creative visualisation.

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