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The Games Children Play
1
EdisonLearning™ Primary Curriculum
Connected Learning Unit no. 22
The Games Children Play
Year 3/4
Core Learning Skill Focus:
Developing a Sense of Self Worth and Understanding of Self and Others
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Version 1.4 (CLS)
The Games Children Play
2
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All facts and referenced websites were correct at the time this Learning Unit was uploaded onto the EdisonLearning Portal.
The Games Children Play Connected Curriculum Learning Unit (CLS) Version 1.3 - 2014
Copyright © 2004-2014 EdisonLearning Ltd. All Rights Reserved
Acknowledgements
Cover Photo:
boy throwing stone on hopscotch - Copyright © Adrian Assalve / iStock (www.istockphoto.com)
Books/Publications
The national curriculum in England Key stages 1 and 2 framework document
© Crown Copyright 2013 Reference: DFE-00178-2013
Developing a global dimension in the school curriculum, 2005. DfES 1409-2005DOC-EN 2005 (archived)
Mind Maps for Kids: An Introduction: Tony Buzan (Thorsons - reissue edition)
Mind Mapping © Tony Buzan 2006 ISBN -10: 0007151330 / ISBN - 13: 978-0007151332
Painting
Children’s Games, Pieter Brueghel 1560
Websites
http://gamesmuseum.uwaterloo.ca/VirtualExhibits/Brueghel/index.html Copyright © University of Waterloo 1992-2012
http://gardenofpraise.com/art28.htm
www.topics-mag.com ©1997-2010 - Sandy and Thomas Peters
www.amazon.co.uk
www.youtube.com
All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means,
electronically, mechanical photocopying, recording or otherwise without prior permission of the copyright own
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The Games Children Play
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Contents
Introduction .......................................................................................................................................................................... p5
Rationale, Possible Starting Points, Possible End Products ................................................................................................. p9
Overview............................................................................................................................................................................ p12
Suggested Implementation ................................................................................................................................................ p13
Links to Core Values .......................................................................................................................................................... p15
Personal, Social and Emotional Development ................................................................................................................... p16
Dance ............................................................................................................................................................................... p17
Art & Sketchbook ............................................................................................................................................................... p23
History ............................................................................................................................................................................... p25
Health and Wellbeing ......................................................................................................................................................... p27
Music ................................................................................................................................................................................. p29
Computing ......................................................................................................................................................................... p31
Literacy Links ..................................................................................................................................................................... p33
Homework and Independent Learning ............................................................................................................................... p34
Learning and Teaching Strategies ..................................................................................................................................... p35
Core Learning Skills Grid ................................................................................................................................................... p40
Self Review Sheets ............................................................................................................................................................ p42
Class Profile Assessment Sheets ...................................................................................................................................... p43
Appendices ........................................................................................................................................................................ p44
Resources ........................................................................................................................ p45
The Language of Dance ................................................................................................... p47
Traffic Light Game ............................................................................................................ p49
Websites and other sources ............................................................................................. p50
Sample Action Poem ........................................................................................................ p51
Maths Resource: Noughts and Crosses ........................................................................... p52
Maths Resource: Shuttle Game ........................................................................................ p53
Word Sheet ...................................................................................................................... p54
Reading Images ............................................................................................................... p55
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with children in Key Stages 1 and 2” have been included. Other
speaking and listening activities have been included as appropriate.
Introduction
About EdisonLearning Core Learning Skills
This unit is one of a series designed to support pupils developing their Core
Learning Skills – these are skills that are fundamental to learning and
performance in education, work and life. They are universal.
This Learning Unit supports teachers to plan for the development of
these Core Skills in the context of the National Curriculum programmes
of study and so will support schools in meeting their requirements for
National Curriculum coverage.
The focus core skill for this Learning Unit is the Learning Strand: ‘Developing
a sense of self worth and understanding of self and others’; this is made up of
four skill areas. ‘Monitoring ones moral and social development. Recognising
feelings and understanding emotions. Developing a positive sense of one’s
self. Stress management and conflict resolution’.
Speaking and listening teaching objectives taken from the National
Primary Strategy document: “Speaking, listening and learning; working
Category
Learning Strand
Thinking Skills
Information Processing and Evaluation
Reasoning and Enquiry
Creative Thinking
Problem-solving
Communications
Speaking and Listening
Writing
Visual
Literacies
Reading
Numeracy
Technologies
Personal and
Social
Competencies
Improving own learning and performance
Developing a sense of self worth and
understanding of self and others
Developing independence and responsibility
Learning with others
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Each Core Learning Skills Unit has a focus core skill and as schools
follow through the complete set of units, this will support systematic
development of the pupils’ skill set. Tables 1a & b show an overview of
the Core Learning Skills (CLS). The CLS are organised into four
categories each of which is divided into ‘Learning Strands’. In turn, the
Learning Strands are subdivided into a number of Skills.
Each Skill is described by a set of skill statements – the ‘I can’
statements – see Table 2. These statements support planning and
assessment to ensure progression for pupils in these essential learning
skills.
If schools use the complete set of EdisonLearning Learning Units for
Foundation stage, Key Stage 1 & 2, this will provide coverage of the
learning objectives for the following subjects; Science, Design and
Technology, ICT, History, Geography, Art and Design, and Music. Links
are also made with English, Speaking and Listening, and Mathematics.
The majority of learning objectives for PSHE are covered (see N.C.
learning objectives grid for reference). Schools may wish to link the
remaining PSHE objectives with their R.E. curriculum.
Table 1a - Core Learning Skills
Intentional Planning for Core Learning Skills Development
Table 1b
Category
Personal and
Social
Competencies
Learning Strand
Skills
Improving own learning and
performance
Monitoring and evaluating own learning
How I learn and how I develop - learning styles
Organisation and planning skills
Developing a sense of self
worth and understanding of
self and others
Managing one’s moral and social development
Recognising feelings and understanding emotions
Developing a positive sense of one’s self
Stress management and conflict resolution
Developing independence and
responsibility
Developing ability to act independently
Taking individual responsibility for self and others
Learning with others
Learning as part of a group
Being a good member of a social group
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Table 2
Highlight (i) in red ‘I can’s’ where some students are proficient, (ii) in amber ‘I can’s’ where most students are proficient, (iii) in green ‘I can’s’ where all students are proficient
Strand
Skill
Stage 1/2
Managing one's moral and social
development
Recognising feelings and
understanding emotions
Stress
management Developing a positive
sense of one's self
and conflict
resolution
Developing a sense of self worth and understanding of self and others
I can say when others are feeling happy or sad.
I can show interest in those around me and comment on the
things I find interesting.
I can share my beliefs with others and find simple reasons for
believing in them.
I can demonstrate an interest in the beliefs of others. (a)
I can identify similarities and differences between people in my
immediate environment and community.
I can identify reasons why I call a group of peers, "friends".
I can show disagreement when I feel something is wrong for me
and agreement when it is right and give simple reasons for my
views.
I can identify things and situations that make me feel happy and
sad.
I can explain why others may feel the way they do.
I can express my basic needs giving reasons for them.
Stage 3/4
Stage 5/6
I can use a range of body language to convey basic messages.
I can interpret a range of body language and respond
appropriately.
I can reflect on those things that interest me in others and actively I can describe the positive things about differences between
seek more information / knowledge.
people.
I can explain why I believe in something, giving a variety of
I can encourage others to share their beliefs with me.
reasons.
I can appreciate why others believe in different things to me.
I can account for the similarities and differences amongst a wider
group of people.
I can manage making and changing friendships.
I can identify ways of encouraging friendships.
I can use a variety of strategies to demonstrate my view of wrong
and right, giving reasons for my views.
I can begin to control my emotions.
I can identify when to show emotion and when not.
I can explain why others may feel the way they do in a variety of
contexts.
I can express my needs and identify ways of meeting them.
I can predict how I might react in particular situations.
I can express my needs and use a variety of strategies to meet
them.
I can express a range of emotions and identify a range of
I can express my emotions and feelings with confidence and
I can share how I'm feeling with trusted friends and adults when
feelings.
identify reasons I feel that way.
I'm unhappy or scared.
I can identify simple ways in which I can support others
I can show understanding and respect for other's feelings by the I can appreciate that people from different communities and
depending upon how they feel, e.g. showing kindness.
way I behave to them.
cultures may feel differently from me in different situations and
respect this.
I can describe how my mood can affect those in my immediate
I can use simple strategies to modify my mood positively with
I can use simple strategies to modify my mood positively when I
environment.
some help.
need to.
I can identify ways to be kind to others.
I can show compassion for other humans facing difficult or
traumatic situations.
I can explain what I like and dislike and give reasons.
I can make simple decisions about the type of activities I engage I can explain where my talents lie and I can begin to recognise
in and the time I devote to them.
potential future ones.
I can share positive qualities about myself and my culture with
I can identify particular strengths about myself and social activities I can take an interest in the positive qualities of others, their
others. (a)
that are important to me.
interests and activities and compare to my own.
I can identify objects and areas that belong to me.
I can identify how my environment supports and provides for my I can modify and customise my own environment to demonstrate
basic needs.
some individuality.
I can imagine familiar environments and describe what they look I can identify some of my basic rights, i.e. feeling safe, happy and I can explain what my basic rights are; to be safe, happy and
like.
secure.
secure, and my responsibilities to others.
I can identify what makes me feel safe and secure.
I can use simple coping strategies when I encounter a problem. I can use a range of strategies to help solve conflict including safe
place, safe person, assertive language.
I can use simple strategies to help me calm down with some help. I can use simple strategies to help me calm down when I'm in an I can use a range of strategies that help keep me calm when I feel
argument/get in a temper.
under pressure.
I can be relaxed and calm for a little while, listening to music or a I can use simple relaxation techniques with some help, e.g.
I can use relaxation techniques to calm down, e.g. after break
story, etc.
imaging relaxing muscles.
time; before doing a presentation.
Having identified “All/Most/Some” – choose key goals for Core Learning Skills for whole class, groups or individuals.
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Selecting Specific Learning Objectives for Core Learning Skills Development
1.
To effectively progress your pupils’ C.L.S it is helpful to have a small number of specific skills (3 or 4 ‘I can’ statements) to focus on as learning objectives.
Assessing your pupils’ current levels of competence in relation to the ‘I can’ statements will support this process. These specific learning objectives should
be built into shorter term lesson planning and can be differentiated for the various groups and individuals in your class.
2.
Using the ‘I can’ statements in Table 2 and your knowledge of your class group, assess what skills your pupils have in this area. You may do this by
highlighting those ‘I can’ statements in which you feel your pupils, in the main, are proficient. Those areas that remain can then become the initial focus for
development and sit alongside the National Curriculum learning objective for the lesson/s. To help you identify specific ‘I can’ statements for the whole
class, for groups, or for individuals that you are aiming to develop during this Learning Unit, you can highlight in 3 stages –
(i) Red = skills where some pupils are proficient
(ii) Amber = skills where most pupils are proficient
(iii) Green = skills where all pupils are proficient
These Core Learning Skills learning objectives can also be highlighted for every individual pupil as part of the Termly Learning Conferences.
Assessment and Self Review
3.
As you progress through the Learning Unit any evaluation of progress against these skills can be recorded on the table and used to inform the next steps of
learning for the whole class and provide information to differentiate opportunities for groups and/or individuals.
4.
Whilst this particular group of core skills is the main focus for this half term’s Learning Unit you will need to regularly revisit this audit as the year progresses
in order to consolidate, revisit and extend your pupils’ skills in this area.
To ensure the objectives and learning activities for each lesson are moving the pupils on effectively, ongoing assessment is recommended. A class profile
assessment sheet is included together with a self-review sheet for pupils. A core ‘learning to learn’ skill is that of being able to assess one’s own learning and
progress.
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Intentional Planning for Integrated National Curriculum Coverage – and Core Learning Skills
Each EdisonLearning Integrated Learning Unit has focus National Curriculum Subjects – specific N.C. Learning Objectives are identified which must be
covered to ensure that over the full set of Learning Units, schools can meet their statutory requirements for the named subjects.
However, the learning activities described support and promote coverage of National Curriculum subjects as part of an integrated theme.
Each Learning Unit has a theme chosen to:
(i)
(ii)
(iii)
allow connections to be made across subjects
allow Core Learning Skills to be developed and used across subjects and learning activities
increase motivation and pupil engagement
The activities described in the Learning Unit allow teachers to plan specifically for the development of the identified National Curriculum objectives and the focus
Core Learning Skill – in addition activities are suggested that follow the integration of other subject areas. Teachers can use this material over time to provide a rich
and varied curriculum diet, ensuring breadth and balance. The focus National Curriculum Subjects for this unit are Music, Arts, Dance and Drama.
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Rationale
The aim of the ‘Arts’ Learning Units is to use a stimulus taken from the art world e.g. poem, painting, etc and for pupils to explore their own creativity through the
knowledge, understanding and skills of the creative arts. This complements the CLS strand ‘Developing a Sense of Self Worth and Understanding of Self and
Others’ in that pupils will, through the creative thinking process, develop their sense of self and understanding of others.
There are numerous ways of introducing this Learning Unit using the painting Children’s Games by Pieter Bruegel (1560) as a stimulus. Below are some
suggestions, but also think about using your own strengths, interests, expertise & available resources (e.g. local visits & visitors, plus school based resources
including parent and staff expertise and specialisms).
Teachers who feel confident may use the implementation structure to supplement and enhance pupils’ own enquiries and suggestions by linking them to the learning
opportunities outlined and skills that can be developed. This Learning Unit runs concurrently with the CLS strand ‘Developing a Sense of Self Worth and
Understanding of Self and Others’. There will be opportunities to focus particularly on ‘Developing a positive sense of one’s self’ during this Learning Unit.
Possible Starting Points – using Children’s Games by Pieter Bruegel as a stimulus
(N.B Teachers will need to be prepared to discuss health and safety issues around some of the games illustrated in the painting).

Reading Visual Images (see also ‘Thinking Skills Strategy’ in ‘Thinking Skills’ CLS Learning Unit)
A copy of the painting could be laminated to A3 size or a large version could be displayed on the interactive whiteboard.
Teams could be allocated part of the painting and asked to tell the story of:
 What do they think is happening?
 What they think happened just before this? Why?
 What they think will happen next? Why?
Each team could share their idea with the class using one spokesperson from each group.
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Possible Starting Points (cont...)

Collective Memory (See Thinking Skills Strategy in ‘Thinking Skills’ CLS Learning Unit)
In teams of four, one pupil at a time looks at one game (a copy of the painting could be divided up) and has one minute to remember the detail. They then
return to the group and together try to replicate that game on a large sheet of paper using felt tip pens and annotate it with details. E.g. How many children?
What are they wearing? What colour are their clothes? What are they doing? What game do they think it might be that they are playing?

Guided tour
Teachers could initially model this activity. (N.B During this drama activity, music of the period could be played).
Teachers could choose and role play a character in one of the games and whilst the class close their eyes, they could talk the pupils through what they can
see, hear, smell and feel as that character walking through the painting. ‘My goodness what a lot of children and how excited their voices sound...Mind out!
Do be careful where you are going ...that looks like an interesting game, the children seem to be see-sawing on a barrel...’.
Pupils look at the picture in the interactive whiteboard and try to identify where about the teacher was walking.
In pairs, pupils take one another on a guided tour through the painting (sitting or they could stand and walk). One closes their eyes and the other
talks/describes the walk and what they can see/hear/smell/feel to their partner for 1 to 2 minutes. Then the partner opens their eyes and looks at the painting
to identify where they walked. Swap roles.

Snowball
Two pairs join to make a group of four. The group can then tell the others about their imaginary walk (closed eyes version) for 10 minutes.

Freeze Frame
Teams could study one of the group games in the painting and arrange themselves in the position of the characters (avoiding the more physical and
potentially harmful games!). On a signal from the teacher, the group comes to life. What would each character say or do? On a second signal from the
teacher the group could ‘Freeze’ again. Teachers could then bring to life individuals within the group who could talk ‘in role’ about the game they are playing
and their feelings about it.

Research project
Pupils could undertake some research (see Guide to Pupil Research in the ‘Developing Independence and Responsibility’ Learning Unit) regarding the
games and rhymes their parents/carers and grandparents and others of those generations played and where they played them. Pupils could present these
games to the rest of the group/class. These games could be taught by pupils to other groups in the school to raise the profile of games that can be played on
the playground.
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Possible End Products

Dance performances
Dances could be performed to an invited audience i.e. another year group, the whole school, parents/governors etc.

Class Pictures
Digital photographs of pupils’ dance motifs could be collected to make a ‘Games Children Play’ image.
Figure drawing could also be combined to make an image in a similar way.

Peer Teaching Games
Pupils could go in pairs or teams to present and teach younger and older pupils suitable games and rhymes of the playground that they have learned from their
parents/carers, grandparents and older generations.
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Learning Unit – The Games that Children Play
Overview
Subject Foci – Dance, Music, Art, and Drama
Focus Core Skill – Developing a Sense of Self Worth and
Understanding of Self and Others
Items written in green italics provide opportunities to develop the global dimension of the curriculum.
Understanding the Arts
Possible Starting Points






Reading visual images
Collective Memory
Guided tour (drama)
Snowball
Freeze frame
Research project
Possible End Products









Dance performances
Class pictures
Presenting/teaching playground games
Possible visits/Visitors/resources
A trip to the theatre to see a dance
production
View a dance video e.g. Matthew
Bourne Nutcracker – ( The Orphanage)
Computing
Using the Interactive Whiteboard
Video recording
Digital photography
Exploring websites
Dance
 Creating
 Performing
 Appreciating





.
Art



Quick figure sketches
Quick life drawings
Class composition
Music
 Listening
 Appreciating
 Responding
 An introduction to musical notation
Drama, Speaking and Listening
 Guided tour (starting point)
 Explaining the language of dance
 Action Word poem



Health and Wellbeing
Modern games
Making choices (bullying)
Healthy living
Courage
Respect
Wisdom
Responsibility
Compassion
History

Living memory
Literacy Links


Explaining the language of dance
Action word poems
Homework and independent learning
opportunities

Research project
Mathematical Development

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Core Values
Puzzles
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Suggested Implementation – The Games that Children Play
Curriculum Area
Core Values
Dance
Art
Music
Drama
Speaking and Listening
Phase One
Phase Two
Phase Three
 Courage
 Respect
 Wisdom
 Responsibility
 Compassion
 Building the Dance
 Building the Dance
 Performing the Dance
 Quick figure sketching

 Class composition
Quick line drawing from life
 Listening
 Appreciating
 Responding

An introduction to musical notation
 Guided Tour (Starting Point)
 Freeze Frame (Starting Point)
 Modern games
 Making choices
 Using the interactive whiteboard
 Video recording
 Digital photographs
 Exploring websites
 Healthy living
Health and Wellbeing
Computing
 Living memory
History
Homework and Independent
Learning
 Research project
 Explaining the language of dance
 Action word poem
Literacy Links
Mathematical Development
 Puzzles
Teachers will need to make use of local visits/ visitors plus school based resources including parents & staff expertise & specialisms that are relevant to any part of the picture and
provide learning opportunities & skill development.
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Introducing the Learning Unit to the Pupils
Sharing the purpose of the Learning Units is a critical part of ensuring effective learning and is acknowledged as a feature of effective teaching. Make the pupils
aware that over this next series of lessons they will be aiming to practise and develop their skills of “Developing a sense of self worth and understanding of self and
others” while they are learning more from the National Curriculum. Explain that each lesson/learning activity will have a number of different objectives for learning
which will be highlighted for them, but that they need to work on ‘Developing a sense of self worth and understanding of self and others’ and also what they are
learning about in music, art, dance and drama.
Make the connection for them with the work they are doing through the Learning Unit (discrete) ‘Developing a sense of self worth and understanding of self and
others’ where they have focussed particularly on the skills they need to develop in ‘Developing a sense of self worth and understanding of self and others’. They are
now having the chance to see how well they can use these skills when they are learning something new in other subjects.
Learning Objective - To use and develop our skills of ‘Developing a sense of self worth and understanding of self and others’ when we
are learning new things in our other subject areas.
The Big Picture – We need to be aware of our strengths and gain an understanding of ourselves and others in order to learn new things
and enable ourselves to achieve the best we can.
Success Criteria – You to be aware of your strengths and to understand yourself and others in order to learn together and achieve your
best.
Plenary – review the Learning Objective and Success Criteria as appropriate.
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Links to Core Values

Courage
Relate to ‘having a go’ at an activity where pupils feel less confident.

Respect
Link to respecting others’ feelings when carrying out creative activities.

Wisdom
Relate to learning and understanding themselves, their strengths and working on their weaker skills.

Responsibility
Taking responsibility for their part of a group performance and supporting others.

Compassion
Supporting their peers in learning the poem and performing to others.
Global Citizenship
“Education for Global Citizenship gives children and young people the opportunity to develop critical thinking about complex global issues in the safe space of the
classroom. This is something that children of all ages need, for even very young children to come face to face with the controversial issues of our time through the
media and modern communications technology. Far from promoting one set of answers, Education for Global Citizenship encourages children and young people to
explore, develop and express their own values and opinions, whilst listening to and respecting other people’s points of view”.
Developing a global dimension in the school curriculum 2005. DfES 1409-2005DOC-EN 2005
Core Values links to Global Citizenship
 Respect - Value each other and value our differences
 Responsibility - As global citizens, care for each other and our shared world
 Compassion - Understand life from another’s point of view
 Hope - I can make a difference!
 Justice - Give everyone a fair chance to make a difference for themselves and others
 Courage - Know what is right and stand up for it
 Wisdom - Know about our world and understand the consequences of our choices
 Integrity - Do what is right for me and others
Opportunities for exploring the global dimensions in this Learning Unit have been highlighted on the Overview Page (p10).
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Teachers to insert Core
Skills ‘I can’ statements
that can be progressed
through these activities
Activities/Tasks/Skills
Suggested Learning
and Teaching
strategies (see
appendix for detail)
Personal, Social and Emotional Development
“All schools should make provision for personal, social, health & economic education (PSHE) drawing on good
practice.” National Curriculum Framework document 2013
We would suggest that PSHE is not taught as a separate subject but that schools should identify where
aspects of PSHE are covered in other subjects.
There are many opportunities to focus on the elements below utilising the suggestions for teacher language in
the ‘Developing a Sense of Self Worth and Understanding of Self and Others’ Learning Unit and suggested
activities.
(1) Teacher led
(2) Solo
(5a) Pair work
(5b) Think/pair/share
(7) Talk partners
Phase One
 Recognising Feelings and Understanding Emotions – Core Learning Skills
Link to:
- feelings of characters in the painting
- how pupils feel about their dance activities
- how pupils feel about their learning generally (e.g. excited, worried etc)
- being relaxed and calm whilst listening to music/dancing
- music activity: how does the music make you feel?
Phase Two
 Developing a positive sense of one’s self – Core Learning Skills
Link to:
- identifying things pupils feel they are good at
- positive qualities about themselves
- what they like and dislike and give reasons
- coping with difficulties when things don’t go right
- understanding pupils own strengths and building confidence to develop weaker areas
-
Phase Three
 Stress Management – Core Learning Skills
Link to:
performance, strategies to calm down and relaxation techniques
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Dance – Guidance
(Also see Appendices - pages I-V Resources - for more detail).

How to develop dance from a stimulus idea.
(In this case - a picture)
The three strands of dance are Composition, Performance and Appreciation. (Also see Appendices - Guidance for the Teaching of Dance for more detail).
Laban’s analysis provides the building blocks to support teachers and pupils in developing dance. The language of dance under the headings Action, Dynamics,
Spaces and Relationships and words to describe each of the elements are in the resources pages. Suggestions for using the elements of language are in the phase
activities.
It is essential that teacher and pupils have ownership in this language in order to maintain clear communication which enables them to create high quality
dance.
N.B. The descriptive words could be displayed for easy reference and used individually.
Outlined in the activities are suggestions for approximately 30 minutes learning time per day over three weeks. If the activities are not particularly strenuous or active
then it may be sufficient to remove socks, shoes and sweaters. The classroom can be cleared and used as well as the hall. In addition to the daily sessions, teachers
could also utilise odd 5-10 minute slots during the day to recap/rehearse/refine etc. Video footage and photographs provide a vital tool that can be used to support
evaluations and improvement.
The final dance should be a pupil collaborative performance where the teacher has facilitated input where appropriate.

Core Learning Skills Links
Whilst this Learning Unit is intended to be used during the Core Learning Skills ‘Developing Sense of Self Worth’ focus, teachers will find strong links with all the Core
Learning Skills. For exampleo
o
o
o
o
Learning with Others - Using team roles to work collaboratively in developing and refining ideas for dance
Developing Independence and Responsibility - Working as a group independently without teacher supervision
Improving Own Learning and Performance - Analysis, evaluation and improving their own and other’s performance
Speaking and Listening – In communicating their thoughts and ideas
Thinking Skills – Using ‘Reading Images’, ‘Collective Memory Strategies’ in addition to making choices and decisions in their learning.
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17
Dance – Guidance (cont...)

A suggested structure of each dance session
We suggest a 30 min slot per day with any 5-10 minute opportunities during the day to refine, revisit and rehearse.
Introduction – 5 mins
o Transition from classroom to dance space
o Introduction of objectives
o Warm-up
Movement exploration and development – 15mins
o Ideas are introduced and explored
o Tasks are set and ideas are refined to create motifs of dance
The Dance – 5 mins
o The motifs are practised and performed
Conclusion – 5 mins
o Cool-down
o Discussion on progress + targets for next session
N.B. see resources page for Key Questions to support pupil evaluation of their performances

Learning Objectives
A range of Learning Objectives are provided below. Teachers will need to select appropriate ones for each lesson.
o
o
o
o
o
o
o
o
o
Be able to select appropriate movement material from a stimulus
Be able to work with others in pairs or small groups
Understand how to create a motif with a clear beginning, middle and end
To link motifs to create a dance
To be able to use dance language
Perform short dances with expression
Understand how to use unison and canon
Explain and develop new actions when working with a partner or group
To include different qualities and dynamics into their movement

Phase One and Two – Building the Dance

Phase Three – Performing the Dance
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18
Key Learning in PE from NC Programme of Study for this Learning Unit
Pupils should be taught to:

use running, jumping, throwing and catching in isolation and in combination

play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and
tennis], and apply basic principles suitable for attacking and defending

develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]

perform dances using a range of movement patterns

take part in outdoor and adventurous activity challenges both individually and within a team

compare their performances with previous ones and demonstrate improvement to achieve their personal best.
None of the suggestions and activities below is prescriptive; they are intended to support teachers’ creative thinking. Teachers are free to adapt and change activities. It
is, however, recommended that the statements from the NC Programmes of Study, the key learning, which are identified in each Learning Unit for the focus
subject/s, are addressed thoroughly to ensure overall coverage.
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19
Teachers to insert Core
Skills ‘I can’ statements
that can be progressed
through these activities
Activities/Tasks/Skills
Dance
‘A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport
and other physically-demanding activities. It should provide opportunities for pupils to become physically
confident in a way which supports their health and fitness. Opportunities to compete in sport and other
activities build character and help to embed values such as fairness and respect.’
National Curriculum Framework document 2013
Suggested Learning and
Teaching strategies (see
appendix for detail)
(1) Teacher led
(5a) Pair work
(7) Talk/partners
Phase One – Building the Dance
By the end of Phase One, pupils will have an individual motif which they can perform alone and with a
partner.
 Suggested warm-up – Traffic Light Game (see Appendices).
 Create an individual motif (see Appendices Glossary) based on the picture.
Each pupil chooses an individual shape from the picture and creates it with their body. Teachers/Pupils
select a range of individual games from the picture (could use actual objects to observe the
action/space/dynamics).
(3) Brainstorm
 As a class, explore several ideas: for example – the wooden hoop.
Action: round, circular, rolls, travels, falls flat, pushed
Dynamics: smooth, fast, suspend
Space: levels – medium, low
Directions: forward, back
Pupils select two or three of the toys from their exploration to use to create their individual motifs. The
individual shape will then become their starting and ending position.
 Rehearse the motif with sound / music (see Appendices) several times to work on performance skills.
 Pair work – work with a partner to develop a duo motif based on the individual games. Look at the
picture and look at the relationship of the individuals to others: explore side by side, back to back,
leading and following, meeting and parting. Choose one to include in your pair work phrase.
(5a) Pair work
(7)Talk/partners
(5a) Pair work
Create your pair work phrase either:
a) Both dance own material at the same time
b) Select two or three movements from each motif
c) Learn each other’s and combine
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20
Teachers to insert Core
Skills ‘I can’ statements
that can be progressed
through these activities
Activities/Tasks/Skills
Suggested Learning and
Teaching strategies (see
appendix for detail)
Dance (cont...)
 Link individual and pair work motifs on individual games. Pupils can decide in which order the motifs are
linked. They will need to think about the transition between the two motifs.
 Rehearse the motifs with sound / music several times to work on performance skills. (see Appendices)
(7) Talk/partners
(5a) Pair work
Phase Two – Building the Dance
By this stage pupils will be able to perform the individual game motifs in Phase One competently.
At the end of this phase pupils will have created a duo and group motif based on games involving more
than one person as identified in the picture.
 Suggested warm-up and development of the Traffic Light Game (see Appendices)
 Look for close up sections of the picture depicting games involving more than one person. Choose a
section and discuss: What is happening? (Action), How it is happening? (Dynamics), Where it is
happening? (Space), and with who? (Relationship). (Use words in The Language of Dance in
appendices to support pupils).
(1) Teacher led
(3) Brainstorm
E.g. Leap frog – Jump – star shape, strong, high, in front, push with hands of partner.
See-Saw – rounded shape, fall shape, up and down, smooth, opposite partner.
 Pupils select 2/3 ideas to create a motif to perform in unison (see Appendices Glossary) with their
partner. Make sure that a change of level, direction and speed is included in the motif. Repeat the motif
but add in a moment of canon (see Appendices Glossary). Create a starting and ending position, this
could be from the picture or just the first movement of the motif.
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(7) Talk/partners
21
Teachers to insert Core
Skills ‘I can’ statements
that can be progressed
through these activities
Activities/Tasks/Skills
Suggested Learning
and Teaching
strategies (see
appendix for detail)
Dance (cont...)

Rehearse the motif as in Phase One.

Group phase (three to four pupils):
Teachers/pupils can use games that have been researched or if they feel confident they can explore
modern games.
Explore together a game for example, tug o’ war and encourage the pupils to identify appropriate actions
(push, pull, fall), dynamics (strong, direct), space (side/side, forward/back, levels – low) and relationships –
in lines, one behind the other, two by two (use the words in The Language of Dance in Appendices)to
support pupils.
Pupils select a game as a group (or can use the class exploration) to develop a group motif. Think about
the group pattern that is made when performing the game. Find an opportunity in the game to use one of
the following: relationships, over, under, around or through.
Choose an ending position for your group. Is there a winner as in tug o’ war? What could the end shape
be?
Phase Three – Performing the Dance
By the end of this phase you will have created a performance piece

Discuss with the pupils the motifs that have been created
Phase One – Solo game motif
Solo game motif with a partner
Phase Two - Game for two or more with a partner
Group game
Now need to fit them together like a jigsaw to create the final dance. The order could be the order in which
they were created but it does not have to be. The pupils could decide.
The final performance could be the structure around the stimulus picture, the location of the games could
inform the placement of the groups in the stage space.
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22
Key Learning from National Curriculum Programme of Study for Art and Sketchbook
Pupils should be taught:

to create sketch books to record their observations and use them to review and revisit ideas

to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example,
pencil, charcoal, paint, clay]

about great artists, architects and designers in history.
None of the suggestions and activities below is prescriptive; they are intended to support teachers’ creative thinking. Teachers are free to adapt and change activities. It
is, however, recommended that the statements from the NC Programmes of Study, the key learning, which are identified in each Learning Unit for the focus
subject/s, are addressed thoroughly to ensure overall coverage.
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23
Teachers to insert Core
Skills ‘I can’ statements that
can be progressed through
these activities
Activities/Tasks/Skills
Suggested Learning and
Teaching strategies (see
appendix for detail)
Art and Sketch Book
‘Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should
engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own
works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous
understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to
the culture, creativity and wealth of our nation.’
National Curriculum Framework document 2013
Sketchbooks enable pupils to keep a personal ongoing record, throughout their school life, where they have explained and
developed their ideas and thoughts; practised their skills; compared and evaluated their work; and developed their
knowledge and understanding. Pupils could work directly in their sketchbooks; stick their work in; collate relevant pictures;
add digital photographs of their larger or 3D work; include samples of textiles. They should annotate their work expressing
their opinions, feelings and ideas for further development. Sketchbooks could be used in contexts other than art lessons to
record first hand observations and to explore ideas for different purposes.
In every Learning Unit there will be suggested opportunities for pupils to practise their skills. Teachers should use these
ideas at their discretion.
Phase 1
 Quick figure sketching this follows on well from the first activity and the starting points Reading Images and
Collective Memory,(see also ‘Reading Images in Appendices)
Pupils could be allocated individuals from Bruegel’s picture and asked to capture their movements using an artist’s
dummy (see Appendices Resources for information). They could then both quickly copy the figure from Bruegel’s
painting as well as making a quick sketch of the artist’s dummy using and experimenting with the various media. This
could be repeated several times with the different figures and the results displayed on a learning board and shared with
a group/class.
Phase Two
 Quick life sketching (Link with dance – individual motif)
Pupils in pairs. One at a time could take the pose of their individual motif for their partner to do a quick life drawing
using pencil, charcoal, pastel etc capturing their movement with simple line. This again could be repeated several
times and the results displayed and discussed. Pupils could also experiment with line drawing with various media.
Phase Three
 Class compositions
Pupils could choose one of their quick line drawings to develop more carefully using paints/pastels etc once again
endeavouring to capture the movement of the figure. Teams could take a group motif from their dance session and
recreate it.
(N.B. One medium could be chosen and pupils tasked within their group to recreate one figure from a group motif
each. These could then be used to create a class Children’s Games version of Bruegel’s painting. If approximate size
is given, the individual figures could then be grouped together).
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(2) Solo
(5a) Pair work
(5a) Pair work
(8) Teams
(NB with team working you
need to vary the composition
of the groups and how team
roles are allocated. This
depends on the particular
team skill you are planning as
the learning objective – cross
reference this with the ‘I can’
statements for ‘learning as
part of a group’)
24
Key Learning from National Curriculum Programme of Study for History in this Learning Unit
Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing
clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the
appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause,
similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of
relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.
None of the suggestions and activities on the pages below is prescriptive; they are intended to support teachers’ creative thinking to achieve the required key learning.
Teachers are free to adapt and change the activities.
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Teachers to insert Core
Skills ‘I can’ statements
that can be progressed
through these activities
(suggestions)
Activities/Tasks/Skills
History
Our aim is that through enquiries learners should be able to tell their own coherent story of their and other
people’s pasts. The Learning Units include questions as starting points and throughout as ways to
promote and review learning. This makes the learning process responsive to learners’ curiosity and
enthusiasm.
Suggested Learning and
Teaching strategies (see
appendix for detail)
(5a) Pair work
(5b) Think. pair, share
Living memory
Pupils discuss the traditional games after identifying those games on the painting that they still play now
nearly 500 years later – place in time – on timeline. How do they think we might still know these games?
 Starting point – What games did your parents/carers/grandparents play?
Pupils could be tasked to find out about a game their parents/grandparents/carers used to play. Pupils
present their findings.
(4) Model mapping
Some parents/grandparents/carers could come in and talk about / teach the pupils some games and /or
bring in old toys. Some pupils may have links to other parts of the UK / World and therefore other
traditions. This may introduce a global element to the research around games. Use of existing links with
other schools UK/Worldwide to explore games from other places could be made – email / videoconference
/ letters etc.
Examples of games from around the world can be found on:
www.topics-mag.com/edition11/games-section.htm
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Key Learning for PSHE in this Learning Unit
Pupils should be taught to:

How exercise affects the body in the short term.

To warm up and prepare appropriately for different activities

Why physical activity is good for their health and well-being
None of the suggestions and activities on the pages below is prescriptive; they are intended to support teachers’ creative thinking to achieve the required key learning.
Teachers are free to adapt and change the activities.
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Teachers to insert Core
Skills ‘I can’ statements
that can be progressed
through these activities
Activities/Tasks/Skills
Suggested Learning and
Teaching strategies (see
appendix for detail)
PSHE
“All schools should make provision for personal, social, health & economic education (PSHE) drawing on
good practice.” National Curriculum Framework document 2013
We would suggest that PSHE is not taught as a separate subject but that schools should identify where
aspects of PSHE are covered in other subjects.


Phase One - Modern Games
Provide an opportunity for pupils to discuss the games they play (in the playground, at home or on their
computers). Which is their favourite game? What health benefits are there to be gained from playing
the games? Are there any health disadvantages to playing the games?
Carry out the teams strategy ‘Which would you rather be?’ Explore an old game and a modern game
from a health and well being perspective.
Phase Two - Making Choices
(see strategy in ‘Developing Sense of Self Worth’ Core Learning Skills Learning Unit)
(8) Teams
(24) Which / who would you
rather be?
This scenario could be discussed with pupils:
‘You are present in a room when a member of your class is being bullied by two other children’’ (as in
Bruegel’s painting) OR ‘A child in your class keeps pulling the hair of another child in your class’
(1) Teacher Led
(8) Teams
This can be explored using the technique of ‘Making Choices’ as set out in the ‘Developing Sense of
Self Worth’ Core Learning Skills Learning Unit.

Phase Three - Healthy Living
Pupils could be given the questions ‘Is dance an activity that helps you stay healthy?’
Pupils could form an Opinion Line, justify why they have taken the position they have and try to change
the opinion of the others at the other end of the line. (N.B. Opportunity should be given to pupils to
change their mind and reposition themselves).
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(17) Opinion Line
28
Key Learning from National Curriculum Programme of Study for Music in this Learning Unit
Pupils should be taught to:

play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency,
control and expression

improvise and compose music for a range of purposes using the inter-related dimensions of music

listen with attention to detail and recall sounds with increasing aural memory

use and understand staff and other musical notations

appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great
composers and musicians

develop an understanding of the history of music.
None of the suggestions and activities below is prescriptive; they are intended to support teachers’ creative thinking. Teachers are free to adapt and change activities. It
is, however, recommended that the statements from the NC Programmes of Study, the key learning, which are identified in each Learning Unit for the focus
subject/s, are addressed thoroughly to ensure overall coverage.
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29
Teachers to insert Core
Skills ‘I can’ statements
that can be progressed
through these activities
(suggestions)
Activities/Tasks/Skills
Music
‘Music is a universal language that embodies one of the highest forms of creativity. A high-quality music
education should engage and inspire pupils to develop a love of music and their talent as musicians, and
so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should
develop a critical engagement with music, allowing them to compose, and to listen with discrimination to
the best in the musical canon.’
Suggested Learning and
Teaching strategies (see
appendix for detail)
(2) Solo
(7) Talk partners
National Curriculum Framework document 2013
(5a) Pair work
Phases One - Three

Listening, appreciating and responding
Music (see resources for suggestions) is used extensively during the dance sessions.
Opportunities could also be provided for pupils to be still and quiet and listen to the music tracks
the teacher has chosen and think about their emotional response to what they hear e.g. How does
the music make you feel?
The same tracks could also be used to provide background music to pupils ‘Guided Tour’.
Phase Three

An introduction to musical notation - staffs, clefs and notes representing pitch
Teachers may like to link the idea of composition in art with composition in music and take a
session to introduce the pupils to a short excerpt of written music – a recognisable refrain - from a
piece of music that has been used during the learning unit and demonstrate how the composer
recorded his musical creation and how it can then be played by anyone. Using this example, learn
about staffs, clefs and notes representing pitch. http://method-behind-themusic.com/theory/notation
(Also see resources for teacher back ground information on musical notation) If the school is
providing the opportunity for all children to learn a musical instrument or discrete music sessions
teachers may wish to link their use of notation to those programmes.
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Key Learning from National Curriculum Programme of Study for Computing in this Learning Unit
Pupils should be taught to:

design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by
decomposing them into smaller parts

use sequence, selection, and repetition in programs; work with variables and various forms of input and output

use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the
opportunities they offer for communication and collaboration

use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of
programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and
information

use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report
concerns about content and contact.

None of the suggestions and activities on the pages below is prescriptive; they are intended to support teachers’ creative thinking to achieve the required key learning.
Teachers are free to adapt and change the activities.
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Teachers to insert Core
Skills ‘I can’ statements
that can be progressed
through these activities
Activities/Tasks/Skills
Suggested Learning and
Teaching strategies (see
appendix for detail)
Computing
A high-quality computing education equips pupils to use computational thinking and creativity to understand
and change the world.
National Curriculum Framework document 2013
Schools could usefully cross reference/match Computing in this Learning Unit with any guidance for skill
development in Computing given by their Local Authority or separate scheme of work in order to support
the thematic approach.
See also separate EdisonLearning Computer Science Guidance booklet - Y3/4 - for progression
guidance on preparing for programming.
Phase One
 Using the interactive whiteboard
This resource could be used to display the whole painting as well as for pupils to zoom in and out to
investigate individuals or groups in the painting.
Phase One and Two
 Video recording
Pupils could take and use video footage and photographs of their learning during dance sessions in
order to evaluate and improve their performance.

Digital photographs
These can be taken of individual or group motifs and jig sawed into a class digital version of Bruegel’s
painting to complement the figure drawing version pupils have constructed in their art sessions.

Exploring websites
Website resources provide pupils with opportunities to research the Bruegel painting, the artist himself,
the games the children are playing in the painting as well as using interaction aspects of the website to
‘Play’ with the painting i.e. ‘Interactive jigsaw’.
(2) Solo
(5a) Pair work
(8) Teams
(5a) Pair work
(5a) Pair work
(8) Teams
(2) Solo
(5a) Pair work
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32
Teachers to insert Core
Skills ‘I can’ statements
that can be progressed
through these activities
Activities/Tasks/Skills
Suggested Learning and
Teaching strategies (see
appendix for detail)
Literacy Links

Phase One - Explaining the Language of Dance
Teachers could take as many opportunities as possible to explore the language of dance i.e. Action,
Dynamics, Space and Relationships on Appendices pIII and IV, in conjunction with the associated
words on the Word Sheet (see Appendices pX).

Phase Three - Action Word Poem
The action words for dance (see ‘Language of Dance’ in Appendices) could be displayed for pupil
reference.
Pupils could write poems describing ‘mystery’ games using action words.
Each pupil could write a verse and together they decide the action in a game using the template in
appendices.
(2) Solo
(5a) Pair work
(8) Teams
There could be a flap at the bottom covering ‘What game am I?’. The ‘I’ could represent a game or the
ball, marble, hoop, top etc.
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33
Teachers to insert Core Skills ‘I can’ statements that
can be selected from the grid
Activities/Tasks/Skills
Homework and Independent Learning

Phase One - Research Project
Homework and Independent Learning can be used as an opportunity to develop the research project
into children’s games begun under the ‘Living Memory’ activity in Phase One of History/Geography.
Parental Involvement
In order for schools to provide some guidance for parents about how to support their child’s education Family Action have produced downloadable
leaflets at https://www.family-action.org.uk/schools-education/
Some example titles:





Getting the most out of school
Speaking and Listening
Giving your child a helping hand
Preparing for change at school
Your child’s wellbeing
Schools may find these useful for Y1 parents as their children move from EYFS into KS1.
Schools are welcome to have the leaflets translated and these may be useful for families whose children join the school midterm/year - as part of an
induction programme - not just at traditional entry points.
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Learning and Teaching Strategies
Learning Styles
Visual, auditory,
kinaesthetic
Learning Tasks
Visual
Diagrams, charts, videos, films, graphs, posters, concept maps, pamphlets, textbooks, drawing, visualisation (creating mental
pictures), collages, colour highlighting.
Auditory
Discussion, group work, pair work, debates, interviewing, expositions, presentations, improvisations, listening to guest speakers,
mnemonics, writing notes and essays, poems, sketches, stories, reading.
Kinaesthetic
DARTs, role-play, dance, model making, simulations, ‘show me’ cards, freeze frames, improvisation, associating ideas with
movements, human graphs, human sentences or timelines, field trips, games, competitions.
Everyday Strategies
Core Skills
Thinking skills
E – Enquiry
IP – Information Processing
EV - Evaluation
Explanation
R - Reasoning
C – Creative thinking
(1) Teacher Led
Listening
(2) Solo
Learning With Others
(3) Brainstorm
Learning with others
Generate and extend ideas (C)
Look for alternatives (C)
Pupils are given large sheets of paper and a central word,
concept or idea. They record all ideas that are raised, often
in the form of a ‘spider’ diagram which captures key words,
ideas or phrases. This can be extended to clustering where
pupils are asked to group or colour code ideas which ‘go
together’ in some way.
(4) Model Mapping
Learning with others
Thinking skills
Pupils name a topic in the centre of paper and draw
branches radiating outwards with key word for each branch.
Smaller branches then radiate for ideas that form part of the
main branch.
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Learning and Teaching Strategies
Supplementary Strategies
(5a) Pair work
(5b) Think/pair/share
Communication
Learning with others
Give reasons for opinions and actions (R)
Generate and extend ideas; look for alternative outcomes
(C)
Test conclusions (E)
Evaluate information (EV)
(6) Questions
Raise and respond to questions (E)
Information processing (IP)
Pupils practice raising questions, focus their research.
(7) Talk /partners
Communication
Learning with others
Give reasons for opinions and actions (R)
Generate and extend ideas; look for alternative outcomes
(C)
Test conclusions (E)
Evaluate information (EV)
Pupils explore ideas in pairs, given a focus and timescale.
Pairs may become fixed to become established ‘response
partners’ so pupils always explore ideas or discuss their own
work with a particular partner.
(8) Teams
Learning with others
Using Team jobs
Messenger
Tracker
Manager
Skill Builder
(NB with team working you need to vary the composition of
the groups and how team roles are allocated. This depends
on the particular team skill you are planning as the learning
objective – cross reference this with the ‘I can’ statements
for ‘learning as part of a group’)
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36
Learning and Teaching Strategies
Supplementary Strategies
(9) Carousel
(10) Change it
Context dependent
Pupils complete a series of set activities within a given time
frame. Pupils can physically ‘rotate’ around a set of
activities.
Information processing (IP)
Pupils challenged to turn information presented in one form
or another:
Enquiry (E)
e.g.
Test to flow diagram
Music into picture
Text into diagram
Story into bullet points
(11) Choice Cards
Evaluate (EV)
Pupils have cards or ‘fans’ with a choice of generic
responses: e.g.
Look for alternative outcomes (C)

Yes/no/don’t know

Yes/no/depends

Agree/disagree

Red/amber/green

Tick/cross/question mark
Give reasons for actions and opinions (IP)
which as individuals they raise in response to questions or
scenarios.
Pupils can challenge each others choices if they disagree.
In the light of discussion pupils are allowed to change their
minds.
(12) Debating
Locate and collect relevant information (IP)
Use precise language (R)
Give reasons (R)
Judge the value of information (E)
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Pupils are placed into ‘teams’ to represent different sides of
a debate or viewpoint. Pupils are encouraged, through
teacher modelling, to develop the skills necessary to ‘chair’
discussion.
Pupils also can have opportunities to set the ‘rules’ for the
debate at the outset.
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(13) Delegates
Locate and collect relevant information (IP)
Plan how to research (E)
Evaluate information (EV)
Generate and extend ideas (C)
Pupils are presented with a range of resource stations which
each present information about a given resource in a
different way e.g.

A table with posters

A PowerPoint presentation on the computer

A tape

A video

Pieces of text

An experiment
In base groups they decide who to send to which station to
‘research’ the topic or find answers to pre-prepared key
questions. This choice will be informed by learning style
preferences, formally or informally.
On returning to home groups they take it in turns to ‘teach’
each other. This can be extended to an activity where pupils
synthesise the information into one presentation.
(14) Hot Seating
Raising and responding to questions (E)
Evaluating information (EV)
Teacher or pupil ‘in role’ as a character from a context or
story is questioned by other pupils.
Pupils in small groups may be given time to devise
questions together first.
(15) Jigsaw
Communication
Learning with others
Raising questions (E)
Pupils are numbered 1-4 etc. They then work with those
having the same number to explore or research a dimension
of the topic. They then return to base groups to ‘teach’ what
they have discovered to the group.
Select and combine information (IP)
(16) Learning Style Groups
Context dependent
Pupils are grouped according to learning style preferences
(Visual, auditory, kinaesthetic) and task structure is defined
accordingly e.g. produce a tape recording / diagram / drama)
within a given theme.
(17) Opinion Line
Give reasons for opinions and actions (R)
Pupils are given a phrase or proposition about which they
have to formulate an opinion. They are then asked to stand
along a continuum line between two labelled chairs e.g.
strongly agree / disagree/ e.g. Henry VIII was a good ruler /
not a good ruler. Those near to each other discuss where
they have placed themselves and see if they need to move
places in the light of this.
Evaluate what they see and hear (EV)
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(18) Quiz
Either as a focus for research or to review information that
has been found, pupils are challenged to devise a specified
number of questions (with accurate answers) to contribute to
a whole class ‘quiz’ or to ask another group. Useful if kept
as a quick revision / revisiting tool.
Raising questions (E)
Information processing (IP)
Use precise language (R)
(19) Question Boards
Questions which require extended answers are selected and
each written at the top of a large sheet of paper. These are
spread around / displayed around the room and pupils in
small groups rotate around them, adding any information
they can to each. The teacher, or a pupil, acts as time
keeper.
Improve ideas (E)
Generate and extend ideas (C)
Information processing (IP)
Evaluation (EV)
Communication
Locate and collect information, analysing and synthesising
(IP).
Evaluate information (EV)
Use precise language (IP)
Group representatives visit and ‘learn from’ other groups.
(21) Role Play
Communication
Learning with others
Apply imagination (C)
Make deductions (R)
Pupils may be given a situation to explore or be given
specific character roles. A ‘mystery’ object or set of facts /
artefacts / information may be used as a way in – roles then
emerge as the context is explored.
(22) Snowballing
Communication
Learning with others
Classifying information (IP)
Synthesis (IP)
Test and improve ideas (E)
Pupils think individually / make jottings of current thoughts.
These are then shared and expanded with a partner and
then two pairs join together to review and collate.
A specific frame for the final report back may be given e.g.
tell the class the three most significant things you have
discussed.
(23) Scan and Tell
Communication
Information processing (IP)
Pupils given some information and given 5 minutes to scan
and then 1 minute to tell a partner what they have found out.
Partner feeds back to class (a on b / b on a)
(20) Representatives
Enquiry (E)
They then return to base groups to ‘teach’ what they have
learned.
Speaking and listening
(24) Which / who would you rather
be?
Pupils given options and think independently and then
discuss with a group which they would rather be and why.
They are challenged to try to change each others minds.
Analyse relationships (IP)
Reasoning (R)
Look for alternative outcomes (C)
Evaluation (EV)
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Core Learning Skills
Skill
Foundation Stage
Stage 1/2
Managing one's moral and social development
I can use my face to convey simple I can say when others are feeling
messages to others. (a)
happy or sad.
I can show an interest in others
around me by noticing something
different about them. (a)
I can share my beliefs with others.
(a)
I can appreciate simple similarities
and differences between people in
my immediate environment. (a)
Stage 3/4
Stage 5/6
I can describe the positive things
about differences between people.
I can reflect on my own beliefs and
question their validity.
I can encourage others to share
their beliefs with me.
I can show respect for the beliefs of
others.
Stage 8/9
I can confidently read the body
language of others and adapt my
own to support a social interaction.
I can account for the similarities and I can appreciate similarities and
I can identify the similarities in the
differences amongst a wider group differences in various communities, core beliefs of various groups.
of people.
including those that are unfamiliar to
me.
I can manage making and changing I can identify ways of encouraging I can sustain friendships over a
friendships.
friendships.
period of time.
I can identify similarities and
differences between people in my
immediate environment and
community.
I can show disagreement when I feel I can identify reasons why I call a
I can use a variety of strategies to
something is wrong for me and
group of peers, "friends".
demonstrate my view of wrong and
show agreement when I feel it is
right, giving reasons for my views.
right.
I can show disagreement when I feel
something is wrong for me and
agreement when it is right and give
simple reasons for my views.
I can express basic emotions such
as happy \ sad. (a)
Stage 7
I can use a range of body language I can interpret a range of body
I can modify my body language in
to convey basic messages.
language and respond appropriately. various situations appropriately.
I can show interest in those around I can reflect on those things that
me and comment on the things I find interest me in others and actively
interesting.
seek more information / knowledge.
I can share my beliefs with others
I can explain why I believe in
and find simple reasons for believing something, giving a variety of
in them.
reasons.
I can demonstrate an interest in the I can appreciate why others believe
beliefs of others. (a)
in different things to me.
I can identify a friend.
I can assert the way I feel about
I have a stable group of friends.
something, giving clear explanations
about my opinion.
I can begin to control my emotions. I can identify when to show emotion I can keep calm in stressful
I can show emotion to others in
and when not.
situations and state my point of view appropriate situations.
calmly.
I can explain why I feel the way I do. I can explain why others may feel
I can explain why others may feel
I can predict how I might react in
I can have strategies to avoid some I can be assertive without being
(a)
the way they do.
the way they do in a variety of
particular situations.
situations that I will find very difficult aggressive.
contexts.
emotionally.
I can express my basic needs to
I can express my basic needs giving I can express my needs and identify I can express my needs and use a I can plan ahead to make it likely my I can accurately read the emotions
those around me. (a)
reasons for them.
ways of meeting them.
variety of strategies to meet them. needs will be met.
of others and use this to manage my
relationships.
I can recognise a range of feelings I can express a range of emotions I can express my emotions and
I can share how I'm feeling with
I can identify the reasons that
I can use a range of strategies to
and emotions in others. (a)
and identify a range of feelings.
feelings with confidence and identify trusted friends and adults when I'm people from different backgrounds manage both positive and negative
reasons I feel that way.
unhappy or scared.
and cultures may feel differently
moods appropriately.
from me in different situations.
I can be kind to other children.
I can identify simple ways in which I I can show understanding and
I can appreciate that people from
I can demonstrate respect for other's
can support others depending upon respect for other's feelings by the
different communities and cultures feelings in the way I behave to them.
how they feel, e.g. showing
way I behave to them.
may feel differently from me in
kindness.
different situations and respect this.
Recognising feelings and understanding
emotions
Strand
Developing a sense of self worth and understanding of self and others
Personal and Social Competencies
Category
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I can identify things and situations
that make me feel happy and sad.
I can describe how my mood can
affect those in my immediate
environment.
I can use simple strategies to modify I can use simple strategies to modify I can know how to get myself safely
my mood positively with some help. my mood positively when I need to. out of a bad or unhappy mood.
I can identify ways to be kind to
others.
I can show compassion for other
humans facing difficult or traumatic
situations.
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Developing a sense of self worth and understanding of self and others
Skill
Developing a positive sense of
one's self
Strand
Stress management and conflict
resolution
Category
Personal and Social Competencies
Core Learning Skills
Foundation Stage
I can choose an activity and
maintain interest in it over a
period. (a)
Stage 1/2
I can explain what I like and
dislike and give reasons.
Stage 3/4
Stage 5/6
I can make simple decisions about I can explain where my talents lie I can manage the way I develop
the type of activities I engage in and I can begin to recognise
my interests and seek out
and the time I devote to them.
potential future ones.
activities I show a talent for.
I can say something I'm good at. I can share positive qualities
I can identify particular strengths I can take an interest in the
about myself and my culture with about myself and social activities positive qualities of others, their
others. (a)
that are important to me.
interests and activities and
compare to my own.
I can share knowledge about
personal experience and
belongings. (a)
I can identify objects and areas
that belong to me.
I can use toys and objects to
I can imagine familiar
reconstruct familiar environments. environments and describe what
they look like.
Stage 7
I can formulate strategies for
pursuing interests alongside work
and family demands.
I can utilise the talents of others to I have the confidence to try
help develop my own interests
something I'm anxious about.
and strengths.
I can identify how my environment I can modify and customise my
I can express my individuality
supports and provides for my
own environment to demonstrate through simple choices I make
basic needs.
some individuality.
about my appearance.
I have a positive view of myself.
I can identify some of my basic
I can explain what my basic rights I can identify a number of things I I can identify ways to enhance
rights, i.e. feeling safe, happy and are; to be safe, happy and secure, am good at.
and improve my environment to
secure.
and my responsibilities to others.
meet my needs.
I can tell an adult when I'm scared I can identify what makes me feel
or unhappy.
safe and secure.
I can demonstrate how I exercise I can explain the basic human
my rights, and also my
rights and the balance of rights
responsibilities to others, as a
and responsibilities in a society.
member of a community.
I can identify when I need to seek I can use simple coping strategies I can use a range of strategies to
help from others.
when I encounter a problem.
help solve conflict including safe
place, safe person, assertive
language.
I can use a variety of routines and
guides to solve problems and
conflicts as appropriate.
I can recognise times that are
difficult for me.
I can use simple strategies to help I can use simple strategies to help I can use a range of strategies
me calm down with some help.
me calm down when I'm in an
that help keep me calm when I
argument/get in a temper.
feel under pressure.
I can sit or lie down calmly and
quietly for a few minutes.
I can be relaxed and calm for a
I can use simple relaxation
little while, listening to music or a techniques with some help, e.g.
story, etc.
imaging relaxing muscles.
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Stage 8/9
I can anticipate situations that
I can anticipate situations that are
may generate conflict for me and likely to generate conflict for
avoid them if possible.
myself or others and identify ways
of avoiding or reducing the
problem.
I can use relaxation techniques to I can identify when it would be
calm down, e.g. after break time; helpful to use relaxation
before doing a presentation.
techniques and use them myself
on some occasions.
I can use relaxation techniques at
times of high personal stress, e.g.
presentations, exams, meetings.
I can generate my own problemsolving routines and conflict
resolution strategies.
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Self Review: The Games that Children Play
Pupil Name:
Teachers will need to insert “I can” statements here that they have focused on in promoting ‘Developing a Sense of Self Worth and Understanding of Self and
Others’ during the Learning Unit.
o
o
o
o
o
o
o
o
o
o
o
o
Green means I can do/I understand
o
Amber means I am still working on
I can …
I can…
I can…
I can...
I can...
I can…
I can…
I can…
I can…
I can…
I can…
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Developing a Sense of Self Worth and Understanding of Self and Others: Class Profile Assessment Sheet
Date:
Names
Class:
Skill- Insert ‘I can’
statements used as
an objective
I can
I can
I can
I can
I can
I can
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APPENDICES
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Resources
Guidance for the Teaching of Dance

The three strands of dance are – Composition, Performance and Appreciation.

Composition involves creating dances with movements intentionally selected, refined and formed into a whole to communicate an intended mood, idea or
feeling.

Performance is concerned with dancing; with the performance of the dance composition. The audience could be a partner or small group, the teacher, half the
class etc. Every performance whilst developing the dance should lead to pupil evaluation and improvement.
(N.B. The word performance is often only related to the final performance to an invited audience).

Appreciation involves looking at dances, with guided questioning. Pupils should be encouraged to describe and interpret what they have seen.
Glossary

Motif – is a phrase of movement. Can be an individual or a group motif.

Unison – is each pupil performing the same movement at the same time.

Canon – is where one member of a group starts the movement and then another person starts (for example 4 beats later) etc. This is like singing in a round.
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Resources

Performance Skills
Technical
Expressive
Placement
Alignment
Coordination
Control
Strength
Stamina
Mobility
Balance
Flexibility
Movement memory
Projection
Focus
Sense of style
Musicality
Communication of idea

Key questions to support pupils evaluation of their performance
Composition
Did the dance answer the task set?
Did the dance successfully communicate the idea(s)?
Were there any changes of body shape?
Were there changes of speed?
Were there changes of direction?
Were there movements on the spot and travelling?
Did the dance have a clear beginning, middle and end?
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Performance
Did I include all my movements?
Can I co-ordinate different parts of my body?
Did I remember all the movements?
Did I use focus well?
Did I communicate the dance idea?
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Resources
The Language of Dance
Dance is all about communicating ideas through non-verbal language. Pupils therefore need to know:
1. ACTION – What actions the body can do

Transfer weight – kneel, sit, rock, sway

Travel – walk, run, skip, slide, creep, gallop

Turn – spin, roll, spiral, pivot

Jump – leap, hop, bounce,

Gesture – clap, shrug shoulders, point, nod
The body can also stop moving – freeze, balance, pause.
It can also bend, stretch and twist to make shapes.
2. DYNAMICS - How the actions are done

Energy – strong / light

Flow – smooth / jerky

Time – fast / slow
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Resources
The Language of Dance (cont...)
3. SPACE – Where the actions are done

Personal space – immediately around the body

General space – the room

Directions – up, down, forward, back, side to side, diagonal

Size – big, small

Pathways – in the air and on the floor, curved, straight, zigzag
4. RELATIONSHIPS – To whom or what

To the body parts – hands can meet, feet can tap

To a prop

To the teacher – leading and following

To a partner or group – mirroring, question and answer, leading and following

One group to another – unison, canon
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Resources
Traffic Light Game
The Traffic Light Game will need sheets with circles of colours (red, amber, green to start)
This game can be built over the three weeks of the duration of the Learning Unit, utilising the four elements of dance and their descriptive words.
When teachers show :



Red – pupils stop and make a shape. Initially on their own but can build to making shapes with 1, 2, 3 and 4 people.
Amber – pupils sit on the floor.
Green – pupils can walk / run.
As pupils gain experience and confidence, other colours can be added
e.g.
 Yellow – move backwards
 Blue – balance
 Pink - turn
 Purple – slow motion
Pupils could add in their own suggestions and ideas for colours.
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Resources
Websites
http://gamesmuseum.uwaterloo.ca/VirtualExhibits/Brueghel/index.html
About the painting
About the artist
About the games - Small picture of games
http://gardenofpraise.com/art28.htm
Large images
History of Bruegel
Interactive jigsaw
Crossword
Word search
Word scramble
Memory puzzle
www.topics-mag.com/edition11/games-section.htm
Games from around the world
Video clips
View a dance video e.g. Matthew Bourne Nutcracker – ( The Orphanage) http://www.youtube.com/watch?v=ugQYItbfUnQ
Available at www.amazon.co.uk Matthew Bourne's Nutcracker [DVD] [2001]
Wild Child – available to buy from Ludus dance company http://www.ludusdance.org/touring-company/show-archive/wild-child
High school musical – Disney (1-3) www.youtube.com
Music list
http://www.brianmadigan.com/dancenotes/
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Resources
Action Poem – Example: Leapfrog
I jump
I jump quickly
I jump quickly and push
I jump because I want to get over my friend
I jump
Template
I (action word)
I (action word + adverb)
I (action word + adverbs + action word)
I (action word) because … (possible use of prepositions)
I (action word)
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Resources
Maths Resource – Noughts and Crosses
Provide pupils with the grid below and teach them how to play using 2 sets of coloured cubes. The game can then be played practically rather than with
pencil and paper.
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Resources
Maths Resource – Shuttle Game
You will need:
 4 red cubes
 4 blue cubes
Instructions
 Start with 4 red cubes at one end and 4 blue cubes at the other, with an empty space in the middle
 By moving one cube at a time, either one space forwards or by jumping over another cube, move the 4 cubes of one colour to the other end. Cubes cannot be
moved backwards.

Solution (24 moves) on http://gamesmuseum.uwaterloo.ca/VirtualExhibits/puzzles/shuttle/index.html
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Word Sheet
This sheet could be enlarged and displayed. Also, individual words could be laminated and used individually when pupils are deciding movements within each element.
Action → ‘What’
Space → ‘Where’
OVER
LINEAR
UNDER
PERSONAL SPACE
HIGH
LOW
ISOLATED
Dynamics → ‘How’
SHARP
FLUID
HEAVY
SILKY
SLUGGISH
BOUND
SUSTAINED
VIOLENT
AGGRESSIVE
PURPOSEFUL
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FORCED
LETHARGIC
SPORADIC
SOLO UNISON CONFRONTATIONAL
FLOWING
SUDDEN
PULSING
Relationships → ‘With Whom’
SOFT
CLOSE PROXIMITY DUET
ABRUPT
SMOOTH
GRACEFUL
1 V 3 SMALL GROUPS DISTANT CANON BIG GROUPS
MIRRORING 2V2 FACE TO FACE CLUSTER
ERATIC
OPPOSITE SIDES OF STAGE
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Reading Images – Creative Thinking, Information Processing, Reasoning
This strategy aims to develop pupils’ visual literacy so that they are better equipped to decode this information. It can boost the self esteem of pupils who struggle with
literacy. The teacher’s role is to get pupils to look harder, find patterns, make references and look for connections. Two people can look and see different things
because one is able to make more connections and therefore make more sense of what they see. It can be related, for the pupils, to the everyday need to ‘read’ images
and make sense of them. E.g. From seeing your friend is upset even if they don’t tell you, to following the meaning of signs in the Highway Code.
Pictures or photographs could be displayed so groups or the whole class can see them. Annotate the picture as pupils speculate about the image. Encourage them to
use the 5’W’s questions e.g. Who? What? Where? Why? and When? Ask pupils to justify their opinions.
Background information for Teachers – musical notation
Music notation or musical notation is any system used to visually represent aurally perceived music through the use of written symbols, including
ancient or modern musical symbols. Although many ancient cultures used symbols to represent melodies, none of them is nearly as comprehensive as
written language, limiting the knowledge of ancient music to a few fragments. Comprehensive music notation began to be developed in Europe in the
Middle Ages and has been adapted to many kinds of music worldwide.
Modern music notation originated in European classical music and is now used by musicians of many different genres throughout the world.
The system uses a five-line staff. Pitch is shown by placement of notes on the staff (sometimes modified by accidentals), and duration is shown with
different note values and additional symbols such as dots and ties. Notation is read from left to right, which makes setting music for right-to-left scripts
difficult.
A staff (or stave, in British English) of written music generally begins with a clef, which indicates the position of one particular note on the staff. The treble
or G clef was originally a letter G and it identifies the second line up on the five line staff as the note G above middle C. The bass or F clef shows the
position of the note F below middle C. Notes representing a pitch outside of the scope of the five line staff can be represented using ledger lines, which
provide a single note with additional lines and spaces.
Following the clef, the key signature on a staff indicates the key of the piece by specifying that certain notes are flat or sharp throughout the piece,
unless otherwise indicated.
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Following the key signature is the time signature. Measures (bars) divide the piece into groups of beats, and the time signatures specify those groupings.
Directions to the player regarding matters such as tempo, dynamics and expression appear above or below the staff. For vocal music, lyrics are written.
For short pauses (breaths), retakes (looks like ') are added.
In music for ensembles, a "score" shows music for all players together, while "parts" contain only the music played by an individual musician. A score
can be constructed from a complete set of parts and vice versa. The process can be laborious but computer software offers a more convenient and
flexible method.
In music notation, a note value indicates the relative duration of a note, using the color or shape of the note head, the presence or absence of a stem,
and the presence or absence of flags/beams/hooks/tails.
A rest indicates a silence of an equivalent duration.
These links may be useful for teachers who are less experienced musicians
http://en.wikipedia.org/wiki/List_of_musical_symbols
http://method-behind-the-music.com/theory/notation
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