Junior
Infants
SOCIAL, PERSONAL AND
HEALTH EDUCATION PROGRAMME
FOR THE PREVENTION OF
SUBSTANCE MISUSE
TABLE OF CONTENTS
3
Foreword
4
Acknowledgements
6
General introduction
22
6
Background
7
Aims
7
The Role of the School in Prevention
8
Effective Teaching and Prevention
9
Approaches to Prevention
10
Teaching Methods
15
Effective Use of the Materials
19
Assessment
21
Conclusion
Overview of classroom materials
(Junior Infants – Sixth Class)
24
Introduction to Junior Infants lessons
26
Overview of lessons and methods
27
Sample letter for parents
29
Unit One – Me and Others
53
Unit Two – My Five Senses
79
Unit Three – Belonging and Co-operating
91
Unit Four – Taking Care of My Body
107
Unit Five – Feelings
137
Unit Six – Looking Back, Looking Forward
143
Certificate
144
Resources List
WALK TALL PROGRAMME
FOREWORD
The purpose of this set of educational resource materials, “Walk Tall,” is to support the provision
of educational programmes in primary schools for the prevention of substance misuse. The
materials were developed by many persons, teachers and others, led by a project team from my
Department. They result from the pilot testing of the materials in draft form, over a three-year
development phase, which commenced in 1996 in 26 schools in Dublin, Cork and Donegal.
These schools were representative of a cross section of primary schools, both urban and rural.
During the school year 1997/98 a further 126 primary schools in priority areas in Cork and
Dublin joined this development project. Close collaboration between parents and agencies
working in the community was an important dimension. The final package, therefore, is based
on a wide experience of use by teachers in schools.
All drug use has implications for the individual and for society. Misuse of substances can lead to
ill health and unhappiness for individuals and it can be a factor in crime and in other social
problems involving families and the community. Young people and children need help and
support to develop positive attitudes and behaviour free from dependence on alcohol, tobacco
and other drugs and to assist them to live healthy and satisfying lives. It is widely recognised that
successful prevention strategies need to start at an early age. Consequently, the “Walk Tall”
Programme begins with children in junior classes in primary schools. It is a developmental
Programme with the educational resource materials providing practical advice, support and
models for appropriate programmes for all class levels through the primary school.
The project has been evaluated independently and the results show that it was received
favourably by over 90% of the teachers who participated in the development. Teachers valued
the approach in the project and, in particular, the detailed resource materials and the quality of
the supportive training provided.
I wish to express thanks to all who contributed to the development of these resource materials
and also the hope that they will be of particular help to primary schools and their teachers in
developing programmes of education for prevention of misuse of substances.
Micheál Martin, T.D.
Minister for Education and Science
3
WALK TALL PROGRAMME
ACKNOWLEDGEMENTS
The educational resource materials in this package have been developed by the Department of Education
and Science with assistance from a number of persons and in consultation with the Steering Committee for
the project.
Special thanks are due to:
WRITING TEAM
Thérèse Hegarty, Tom Larkin, Bernard McHale (three primary teachers),
Anne McAteer (Health Education Officer) and the Project Team.
STEERING COMMITTEE
Chairperson
Tony Ó Gormáin, Assistant Chief Inspector, Department of Education and Science
Members
Bernie Collins, Project Officer, Department of Education and Science
John Donohue, The Hanley Centre
Joan Furlong, Department of Justice, Equality and Law Reform
Noreen Kavanagh, N.C.C.A.
Sr. Kathleen Kelleher, Mater Dei Counselling Centre
Niamh Lewis, Department of Education and Science, Secretary
Marian Lyon, National Parents Council (Primary)
Mary Ellen McCann, Ballymun Youth Action Project
Supt. P.J. McGowan, Garda Síochána
Owen Metcalfe, Department of Health and Children
Ruby Morrow, Psychological Service, Department of Education and Science
Rev. David Muir, Church of Ireland Board of Education
Máire Ní Fhlaithbheartaigh, Department of Education and Science
Proinsias Ó Dughaill, Inspectorate, Department of Education and Science
Sr. Eileen Randles, C.P.M.S.A.
Sally Shields, I.N.T.O.
PROJECT TEAM
Ruby Morrow, Psychological Service, Department of Education and Science
Margaret Grogan, Psychological Service, Department of Education and Science
Proinsias Ó Dughaill, Divisional Inspector, Department of Education and Science
Bernie Collins, Project Officer, Department of Education and Science
}
Project Leaders
Evaluator: Dr. Mark Morgan, St. Patrick’s College, Drumcondra, Dublin 9.
Health Promotion Unit, Department of Health and Children for providing the book – Understanding Drugs.
Management, principals, teachers, pupils and parents who participated in the pilot phase of the project.
Trainers who facilitated and taught on courses and who assisted in evaluating and editing of materials:
Susan Dixon, Toni Duncan, Kathleen Henderson, Marion McHugh, Mary Murphy and John Williams.
Teachers who took part in review days and gave valuable feedback and suggestions.
4
WALK TALL PROGRAMME
Teachers who contributed to the organisation and provision of training courses:
Bríd Conway, Rose Cullen, Anne Dolan, Barth Harrington, Damien McCormack, Niamh Ní Mhaoláin,
Cora O’Farrell, Carmel O’Sullivan and Norma Ryan.
Sheila O’Sullivan and Alison Callaghan, Department of Education and Science, who provided valued
secretarial assistance.
Officers in the Primary Administration Section and the In-career Development Unit of the Department of
Education and Science who provided support and assistance.
The management committee, Director and staff of Dublin West Education Centre who provided
administrative support and back-up for the project.
The management committee, Director and staff of Cork Education Centre who organised training.
The three Health Boards in the areas of the pilot development for affording their co-operation in terms of
staff inputs to teacher training and parent education. The assistance of the North Western Health Board for
facilitating Anne McAteer’s contribution to the writing process and the development of the project.
LIST OF SCHOOLS FOR PILOT PHASE:
Dublin
Cork
Scoil na Maighdine Muire, Ballymun (Buachaillí)
Scoil na Maighdine Muire, Ballymun (Cailíní)
Scoil Mhuire, Howth
Bray School Project
St. James’ Convent N.S., Basin Lane
Corpus Christi N.S., Drumcondra
Scoil Mhuire Íosaf (Cailíní), St Mary’s Place
Plás Mhuire N.S. (Buachaillí), St. Mary’s Place
Queen of Angels N.S., Balally
Marist N.S., Crumlin
Scoil Iosagáin, Crumlin
St. Bernadette’s Senior N.S., Quarryvale
Central Senior School (Mixed), Marlborough Street
Central Infant School, Marlborough Street
Scoil Barra, Ballincollig
Scoil Mhuire, Ballincollig, ( Cailíní),
Greenmount Monastery N.S.
Scoil Tobar Ríogh an Domhnaigh, Sunday’s Well,
(Buachaillí),
Scoil Mhuire ar Chnoc hAoine, Knocknaheeny
Donegal
Glenswilly N.S., Letterkenny
Scoil Iosagáin, Buncrana
Magherabeg N.S., Manorcunningham, Letterkenny
St. Patrick’s N.S., Drumkeen, Letterkenny
Killaghtee N.S., Dunkineely
Cloughfin N.S., Lifford
Ballyheerin N.S., Letterkenny
Some of the structured exercises are similar to those found in various educational packs and programmes.
Others are new. We wish to acknowledge the influence and ideas of many authors, trainers and teachers.
References are given in the Resources List. Every effort has been made to trace copyright of the poems in
this Programme. Where this has not been possible we will be happy to make the usual arrangements at a
future date.
The Walk Tall Programme is intended for use in Substance Misuse Prevention Education in primary schools.
Worksheets may be copied for educational purposes free and without special permission.
Permission for additional use may be obtained from the Department of Education and Science,
Marlborough St., Dublin 1, Ireland.
Published by An Roinn Oideachais agus Eolaíochta, Department of Education and Science.
Design: Image Management, Maynooth, Co. Kildare. Tel: ++353-1-6289983.
Illustration: Metaphor, Lucan, Co. Dublin.
© Department of Education and Science 1999.
5
WALK TALL PROGRAMME
GENERAL INTRODUCTION
BACKGROUND
The prevention of substance misuse is a concern of every person, and is a particular concern of
those who work regularly with children. Effective prevention strategies need to take account of
the influence of family, friends and community, of social factors, culture and media as well as
of schools. Parents and people at home have most influence on the lives of children and are,
therefore, crucial in any prevention strategy. Young people, youth clubs, sport organisations,
community organisations, church bodies, health services, gardaí (junior liaison officers and
community gardaí in particular), all have important contributions to make to prevention.
Schools, in conjunction with family, peers and community, can have an important role in
helping children develop personal strengths and social skills that will help them make
responsible decisions.
The age of first use of legal drugs is falling and the range of illegal drugs available is expanding.
Surveys conducted by the E.S.R.I. and data from treatment services and community groups have
indicated an increase in contact with, and use of, illegal drugs during the past ten years. The
1
First Report of the Ministerial Task Force on Measures to Reduce the Demand for Drugs (1996)
stated that in the longer term, the most effective response might be to put proper preventative
strategies in place, (p. 42). The Report also recommended that particular emphasis be placed on
early childhood intervention (p. 42).
Some primary school children may know a great deal about drugs and drug-taking. Schoolbased prevention programmes provide opportunities for teachers, in partnership with parents,
to explore what children already know, to clarify issues and to develop the skills necessary for
prevention. Primary school children are at an age when attitudes and values are developing and
forming rapidly. Developing positive attitudes at this stage can contribute to healthier attitudes
in the longer term. Studies have shown that few young people try illegal drugs for the first time
after the age of twenty. This has significant implications for prevention policy. Prevention
programmes are likely to be most effective the earlier children are exposed to them and before
experimentation takes place.
6
WALK TALL PROGRAMME
In 1995, the Department of Education initiated planning for a pilot project on Substance Misuse
Prevention in primary schools. The project was intended to complement and provide a basis for
post primary substance misuse prevention work which has already started in many second level
2
schools through use of the programme On My Own Two Feet. The early stages of the project
involved the design and drafting of classroom materials for all primary levels during the
summer of 1996. The use of these materials was subsequently tested in a number of primary
schools in Dublin, Cork and Donegal during 1996/97. The materials now presented are the
result of valuable feedback from the teachers in the schools in this pilot project and their fuller
use during 1997/98 in primary schools in certain priority areas where misuse of drugs causes
serious problems. It is hoped that the Walk Tall Programme will be a valuable resource for
all teachers in primary schools.
AIMS
The resource materials developed and the associated in-career development for teachers
constitute an educational support programme, the main aim of which is prevention of misuse
of substances. Stated another way, the Walk Tall Programme hopes to give children the
confidence, skills and knowledge to make healthy choices. The Programme also seeks to avert,
or at least delay experimentation with substances and reduce the demand for legal and illegal
drugs. It is not aimed specifically at children who are misusing drugs frequently, or who are
living with addiction, although they can benefit from the Programme. The needs of these
children may be more fully addressed by support from other agencies in consultation with
parents or guardians, and school programmes can complement such interventions.
THE ROLE OF THE SCHOOL IN PREVENTION
Education flourishes in an environment, more so than in a programme. Children can learn
more from what they observe in the home, in their environment, in the school and from peers
than they do from formal classroom instruction. Self-esteem, for example, is influenced by one’s
experience of relationships with others and skills are learned as and when they are practised.
When considering prevention in the school context, a school plan which takes into account the
development of the child and his/her needs and life experiences in a holistic way, will be more
effective than one-off activities. An effective school plan will involve consideration of some or
all of the following:
7
WALK TALL PROGRAMME
•
development of a school climate and culture which values and practises respect in
interpersonal relationships,
•
helping children to appreciate their worth and the worth of others,
•
helping children to take responsibility for themselves and for others,
•
providing outlets for creativity and enjoyable healthy pursuits and activities,
•
a structured programme of Social, Personal and Health Education which has substance
misuse prevention as an integral part,
•
having a safe school environment, including safety with regard to discarded items in
the school yard and safe storage of items such as solvents,
•
support for vulnerable children,
•
strengthening the co-operation between parents, the school and the wider community
in dealing with substance misuse prevention.
In the context of such a plan, the use of graded, structured materials by teachers at all class levels
will greatly enhance the possibility of achieving the aims of Substance Misuse Prevention and
those of an overall Social, Personal and Health Education Programme.
EFFECTIVE TEACHING AND PREVENTION
The teacher is the most important resource person in schools in implementing any programme.
If teachers are convinced of the worth of a programme and feel confident in delivering it, it is
likely to be successful. Many factors can impinge on the effectiveness of teachers. The notion
that schools should cure all society’s ills may be a source of frustration. In this regard, teachers
need to be realistic about the goals they set themselves. In relation to the Walk Tall
Programme, teachers should be clear that their role is to contribute to prevention and is not
primarily a treatment role. While teachers and the school can collaborate with parents and
community agencies they also need to feel that they are supported and that their role is
understood.
The importance of an effective school plan as a means of supporting teachers has already been
mentioned. Another support for the individual teacher when implementing a new programme
will be to discuss progress with colleagues. Support can also be found outside the school in the
form of relevant training courses, some of which may be linked to support services in the
community.
8
WALK TALL PROGRAMME
Familiarity with the Walk Tall Programme will increase the teacher’s confidence. As teachers
work through the lesson plans, they will find ways of relating them directly to children’s
experiences – for example, an incident in the yard may prompt a teacher to use some of the
lessons on making rules or bullying. Skills learned through the Programme need to be used in
a variety of contexts if they are to be developed. If used in an integrated way, the lessons can
come alive for both pupils and teachers.
APPROACHES TO PREVENTION
Research into successful substance misuse prevention suggests that approaches which allow for
the development and reinforcement of personal and social skills and the imparting of ageappropriate knowledge in a structured, developmental programme, are more successful than
one-off talks or activities. Accordingly, the three elements of the Walk Tall Programme are
skills, attitudes and knowledge.
Skills: the world we live in is constantly changing and to help children deal with this they need
core skills such as valuing themselves and others, communication skills, co-operative skills,
decision-making and critical awareness skills. These can be best taught and developed through
active learning methods.
Attitudes: these are very important in determining the decisions we make. Children may
come to school with preconceived ideas which will affect how they behave and approach new
experiences – for example, if they think smoking is ‘cool’ they are unlikely to resist
experimentation opportunities. In some instances children may be getting mixed messages
from adults about the acceptability of certain drugs, such as alcohol, and this may need to be
explored in class. Creating an active learning environment allows for exploration of children’s
attitudes and can open up the possibility of changing their attitudes to drugs.
Knowledge: children as well as adults need accurate, age-appropriate information about drugs
if they are to be in a position to make informed choices about use or misuse. Children often
find it difficult to distinguish between myths and facts about drugs. In the Programme, the
emphasis is on finding out what children already know about drugs, and where and when
appropriate, on providing accurate information.
9
WALK TALL PROGRAMME
TEACHING METHODS
If I hear I forget,
If I see I remember,
If I do I understand.
Chinese Proverb
When children are learning in an active way they are far more likely to remember what they
have been taught. The following diagram best illustrates this:
We tend to remember:
10%
20%
30%
50%
Level of involvement:
Reading
Passive
Hearing
Looking
Hearing and
Watching
Video demonstration
70%
90%
Discussing
Participating
Saying/Doing
Simulating, the real thing
Adapted from Notebook for New Faculty,
Centre for Teaching Effectiveness, University of Texas at Austin.
10
Active
WALK TALL PROGRAMME
The active learning approach helps children develop in a child-centred environment. For this
reason it is widely recognised as most appropriate for all forms of Social, Personal and Health
Education. In the active learning environment, learning is seen as a cyclical activity.
GENERALISE
SHARE
APPLY
GENERALISE
APPLY
SHARE
EXPERIENCE
EXPERIENCE
Once one cycle has been completed, it can lead to further cycles of learning. For example, in
the Walk Tall Programme, children may be given the opportunity through role play or
circle work to explore (experience) feelings of sadness or happiness. These may be shared and
reflected upon within the group through exploration of the variety of reactions to the
experience, leading to some understanding of the feelings of others. Generalisations could
then be made about what makes children happy/sad and these may in turn inform decisionmaking about classroom or playground rules. If these were then applied and tested the cycle
of learning might be considered complete. Application of the new rules could then form the
basis of further experiences for children, leading to a new cycle or spiral of experiential learning,
as is illustrated in the above diagram.
11
WALK TALL PROGRAMME
The Walk Tall Programme gives practical suggestions and ideas for exploring and
developing skills, attitudes and knowledge in the classroom through the use of various
methods. The variety of methods used reflects the belief that children have multiple
3
intelligences. Howard Gardner (1993) has identified and written about seven types of
intelligences. He names them Language, Logic, Aesthetic/Spatial, Body/Kinaesthetic,
Rhythmic/Music, Interpersonal and Intrapersonal. Gardner (1993) claims that of all of these
only the first two may be valued in many educational settings at present, and these are the two
abilities measurable on, for example, intelligence tests. He makes a case for valuing all of the
types of intelligences, as they are all needed in society. The knowledge that children learn in
many different ways supports the desirability of using many methods.
The following methods are proposed in the classroom materials:
Discussion
This can be triggered by a wide variety of experiences inside and outside of the classroom. It is
important that discussions be planned, have clear objectives and be structured in accordance
with the aims and objectives of a lesson. Emphasis is placed on the development of good
listening skills throughout the Programme as a vital prerequisite for conducting useful
discussions. Teachers sometimes say, “we got nothing done because the discussion went on for
so long.” However, its importance should not be underestimated for it is through discussion
that we deepen our own and children’s understanding, leading eventually to better learning.
Art Work
Artistic expression can be very useful as a way of allowing children to express ideas and feelings.
Forms of art work which are used in the lesson plans include drawing, painting, collage and
posters. It is not always assumed that children will display their work, as in some instances
privacy may be desirable. Art work can also be particularly useful for overcoming literacy
problems. Children – and adults – sometimes have inhibitions about their ability to draw. It is
important not to emphasise the drawing aspect as accuracy of the finished product is not the
primary aim of the activity. A useful strategy for overcoming anxiety or reticence about drawing
ability might be to ask children initially to draw with their non-dominant hand. This can
illustrate that we are not expecting an accurate reproduction in the particular circumstances.
12
WALK TALL PROGRAMME
Co-operative Games
These differ from competitive games in that all the children are involved and there are no
winners and no losers. The emphasis is on helping each other to achieve certain objectives,
which can help to foster trust and positive relationships in the classroom. Enjoyment and fun
can be generated through the use of co-operative games.
Circle Work
Circle work is a form of group listening where children/adults sit in a circle to discuss issues,
feelings and opinions in a structured and democratic way. Research suggests that it can enhance
self-esteem if used regularly. A speaking object, talking stick, or microphone greatly helps order,
the idea being that the child with the speaking object has the power to speak and all others have
the power to listen. Children always have the right to pass on a particular question and that
decision needs to be respected.
Stories, Poems, Songs and Rhymes
There is a variety of stories, poems, songs and rhymes referred to and contained in the materials.
These can help to initiate discussion on children’s experiences and may point to solutions to
problems they may be having. Stories, poems, songs and rhymes can help to reinforce learning
experiences and are often remembered for a long time.
Role Play and Mime
Role play is a simulation of real-life situations in a controlled and safe environment. In role play,
children take on roles based on real-life situations in which personal skills can be developed and
tested. In the Walk Tall Programme there are suggestions on how role play and mime might
be structured at the different class levels.
Visualisations
Visualisations have been likened to journeys of the imagination. They can be used for relaxation
and calming and also for developing self-awareness and inner strength. In the classroom
materials there are some guided visualisations where the teacher invites children on an
imaginary journey using a prepared script.
13
WALK TALL PROGRAMME
Group Work
Group work is used extensively in the lesson plans as a way of developing and practising skills
and building a co-operative climate. Sometimes the work is carried out in pairs or small groups,
and the results are then brought back to the class group. It is a valuable way of ensuring that
everyone is active in the learning experience.
Project Work
Project work is suggested at all levels in the Programme, and is a particular type of group work
involving specific skills. Children will use research skills, such as interview or survey, which can
be transferred to other curricular work undertaken in the classroom.
Brainstorming
This activity provides children with opportunities to generate ideas quickly. All contributions
are recorded without comment. The group may then categorise and prioritise using discussion
and negotiation techniques.
Movement
Suggestions for movement activities are incorporated into the materials. These allow children
to explore feelings and skills. Through movement, children can access their inner world in a
relaxing, healthy and enjoyable way.
In the lesson plans there are detailed procedures for each of the methods listed above. However,
as teachers become familiar with the materials they may find additional uses for the methods,
which will allow for reinforcement of the skills involved.
Teachers who wish to get more information about any of the methods should consult the
Resources List on pp. 144, 145.
14
WALK TALL PROGRAMME
EFFECTIVE USE OF THE MATERIALS
Reference has already been made to the desirability of adopting a whole school approach to
Substance Misuse Prevention through the development of a school plan for Social, Personal and
Health Education, which has Substance Misuse Prevention as an integral part. The following
illustration shows the core areas in a Social, Personal and Health Education curriculum in order
to provide a framework for such a plan:
Health
Education
Programmes
Relationships
and Sexuality
Education
Social
Personal
and
Health
Education
Substance
Misuse
Prevention
Programme
Stay Safe
Programme
The flower symbol is useful, suggesting that at the heart of any Social, Personal and Health
Education curriculum is the nurturing of the growth and development of children. A caring
school climate and ethos will foster the right conditions for growth, while the use of structured
materials will provide a framework for such work to take place in the classroom.
15
WALK TALL PROGRAMME
Social, Personal and Health Education
Teachers are interested in how the materials in the Walk Tall Programme relate to other
4
5
programmes such as Stay Safe and Relationships and Sexuality Education, and how
they may be integrated to form a comprehensive Social, Personal and Health Education
curriculum. A thematic approach allows teachers to make the best use of all the resources
available. For example, the main themes in the Walk Tall Programme are Self-esteem,
Feelings, Influences, Decision-making and Drugs Awareness. Some of these themes are
also found in the other programmes, although different aspects may be highlighted, depending
on the aims of the programme. Self-esteem is a core theme and all the programmes aim to
develop the child’s self-esteem. The child with good self-esteem is better able to resist
opportunities or offers to misuse drugs, make good choices about personal safety, and sustain
healthy personal relationships. The theme of feelings is also a recurring one across the
programmes. As an example, a summary of topics in relation to feelings in the different
programmes is outlined in the following grid, showing some areas of overlap and potential for
integration:
SUBSTANCE
MISUSE
STAY
SAFE
RELATIONSHIPS
AND
SEXUALITY
Recognising feelings
e.g. happy, scared, angry
Recognising feelings –
safe and unsafe
Naming
feelings
I have feelings
The importance of
expressing our
feelings
Identifying situations
in which feelings are
experienced
Feelings and emotions
with specific reference
to safety
Exploring how feelings
are expressed
Learning to celebrate
Listening to feelings
Expressing feelings
Dealing with put-downs
Recognising my
feelings
Feelings and
emotions
Empathising
Dealing with
difficult feelings
If I don’t feel safe
I can …
Work completed in one programme on feelings and other themes will underpin, extend and
complement work from another programme. However, this integration should ensure that the
specific aims of the various programmes are not lost as all are important for the child’s
16
WALK TALL PROGRAMME
development. Each programme has its own rationale and guidelines to which teachers should
refer.
Teachers familiar with the Walk Tall Programme suggest that it could be used as a basis for
a Social, Personal and Health Education curriculum, with the other programmes such as Stay
Safe and Relationships and Sexuality providing key lessons in their specialised areas.
Various health and nutrition programmes developed through Health Boards and the Health
Promotion Unit will complete the picture. Integrating the materials of the other programmes
with the Walk Tall Programme will ensure a broad, well-developed approach to Social,
Personal and Health Education.
Cross-curricular links
It is important to note that the programme can be taught in a cross-curricular way.
Environmental Studies, Physical Education, Language Development, Arts and Crafts and Music
are some of the subject areas in which the Programme can be taught. Lessons in some cases can
be taught across a range of subjects. For example, a lesson could include a story which involves
oral language, some written language on a work sheet, a movement activity which could be
completed in P.E., or a collage activity which could be completed during Arts and Crafts.
Examples from the junior infant programme are outlined below:
Environmental Studies
Language Development
Physical Education
Arts and Crafts
Music
Unit 2
Lesson 1
I Taste with My Tongue
Unit 4
Lesson 1
Things I Put in My Body
Unit 2
Lesson 4
Noisy Places
Unit 1
Lesson 3
There’s No One Quite Like Me
Unit 4
Lesson 3
What Would You do?
Unit 1
Lesson 6
Bear Hugs
Unit 3
Lesson 3
Storm (Leadership)
Unit 1
Lesson 2
This Is Me
Unit 1
Lesson 4
This Special Person’s Name
Init 4
Lesson 2
Miss Polly’s Sick Dolly
17
WALK TALL PROGRAMME
Implementation Issues
The classroom materials use a variety of active learning methods. Some of the methods may be
familiar, while others will be new. Children will require time to build up their skills if they have
not had experience of these methods before. It is important to take time to build up their
confidence by doing lessons with which they feel comfortable. If at first the activities don’t
proceed as planned it is important to reflect on why this may be so. Children may need more
introductory practice to work in the different ways advocated. Discussion with other teacher
colleagues can be helpful in these circumstances. Ideally, the programme starts in the infant
classes and the children gradually build up the skills needed to work through the programme.
Dedicated folders for their work allow teachers and pupils to review progress and assess learning.
It is not necessary to start with any particular section. However, Unit One is seen as
incorporating materials that will help build a supportive class climate. The materials from the
Feelings unit require that teachers are comfortable talking about feelings and that there is a
supportive atmosphere in the classroom and will therefore be more appropriately used when
some work has already been undertaken with the class. It is advisable that teachers choose
materials with which they are comfortable as their starting point.
An overview of the content of the whole Programme is included in each set of classroom
materials on pp. 22-23. This allows teachers to see at a glance what precedes and follows the
work at any given level. This will aid the teacher in assessing whether the lesson plans are
appropriate for a given class. For example, if the children have no prior experience of talking
about feelings in the classroom, it might be appropriate to use lesson plans from a lower class
level initially. At all times it is the teacher, who knows the children, who is in the best position
to decide on the appropriateness of the content and methods used.
Ground Rules
Establishing ground rules for the class can create a supportive atmosphere and help set
boundaries. It is important that the children are actively involved in deciding on ground rules.
Some examples of ground rules are:
•
Listen when someone else is talking
•
Put-downs are not allowed
•
No one is named in a negative way
18
WALK TALL PROGRAMME
As part of developing ground rules a discussion in regard to sharing outcomes of class work
outside of the class group may be useful. This might lead to a ground rule such as outside of class,
share only your own contributions to class discussion. The approach taken will depend on the age
and experience of the children. Children may need to be reminded of the ground rules from
time to time or as issues arise.
The Teacher’s Role
The role of the teacher in the active learning environment is like that of a facilitator. This may
initially involve planning and setting up the structures for an active learning approach – the
ground rules are one example of this. However, as important as what is done is how it is done.
Important considerations are the building of trust, respect and positive regard for all, developing
and maintaining good relationships between teacher and pupils and among the pupils
themselves, and having clear goals, expectations and learning objectives. The teacher as
facilitator encourages children to share ideas and opinions, asks questions, and, as appropriate,
devolves responsibility to the group for answers and outcomes. The value of discussion during
or after an activity should not be underestimated as it can deepen understanding leading to
better learning for all. However, the teacher is also a leader and the entire process is one of
leading children towards valuing what is good.
ASSESSMENT
It is generally acknowledged that assessment in the area of Social, Personal and Health
Education is difficult. However, when assessment is viewed as a tool for improving what is
happening for children in the classroom, it is as relevant in this area of the curriculum as in any
other.
Assessment has two main purposes – formative or summative. Formative assessment, such as
teacher observation, is useful when trying to tailor programmes such as Walk Tall to suit
individual and group needs. Summative assessment affords the teacher an opportunity to reflect
on the progress of the child through any given programme, and the effectiveness of the
methods and materials in meeting children’s needs.
A manageable approach to assessment in the Walk Tall Programme is to focus on the skills,
attitudes and knowledge that are contained in the materials at the different class levels. Bearing
in mind that one will monitor a range of behaviours, achievements and developments, many
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WALK TALL PROGRAMME
of which may not have been assessed in the school in a formal or organised way previously, it
will be necessary to have a number of assessment approaches including the non-formal ones.
It is suggested that the following general approaches can assist in assessment:
•
Teacher Observation
•
Teacher-designed Tasks and Tests
•
Projects and Folders
•
Feedback from Parents
Teacher observation is probably the most effective way of assessing attitudes and skills
development. Teachers are constantly observing children in and out of the classroom. While
children are engaged in activities, teachers can informally observe, for example, the levels of cooperation and participation and the attitudes towards the work in hand. Teacher observation
could also help to pinpoint particular difficulties which individuals or groups of children might
have with some methods in the classroom materials. If carried out in an organised, reflective
way observation can inform future planning for the Programme.
Teacher-designed tests and tasks may be appropriate for assessing the knowledge and skills
children have gained through the Programme. There are some examples in the classroom
materials of quizzes to assess children’s knowledge. Occasionally, teachers may introduce
specific tasks to test, for example, the level of co-operation or assertiveness of children.
Project work and displays suggested in the classroom materials can help and complement both
the teacher’s observations and the tests and tasks mentioned above. Teachers in the pilot
schools have indicated that having a dedicated folder for children’s work can be a very useful
way of monitoring and assessing what has been learned.
Arranging for feedback from parents can be very helpful to teachers and schools in developing
programmes. Such feedback will occur mainly in an informal way through contact with
individual parents or with parents’ groups or at parent meetings. It will relate mainly to
communication between parent and child at home. To be really helpful it needs to be preceded
by informing parents about the school’s aims and programmes.
Time is given at the end of each class level to allow children to evaluate the Programme. This
could be a very useful way of gathering information about its suitability while allowing children
to practise critical evaluation skills.
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WALK TALL PROGRAMME
In considering assessment it is necessary to think in terms of short-term, medium-term and
long-term objectives. The achievement of short-term objectives can be approached through
monitoring classroom and school behaviour, achievements and developments. Feedback from
parents can supplement this. Achievement of medium-term objectives may be monitored when
children have progressed to senior levels of the primary school and through feedback from post
primary schools. Achievements of longer-term objectives are assessed through follow-up studies
of young people generally, surveys such as those carried out by the E.S.R.I. and general feedback
from health services and other social data. Clearly, the immediate concern of the individual
primary school will be with short-term objectives, and to the extent possible, with mediumterm objectives. The achievement of longer-term objectives will be largely outside the capacity
of the individual primary school to assess, and will be considered in the context of the wider
and more general approaches mentioned earlier.
CONCLUSION
Substance Misuse Prevention is a complex and demanding task which needs to be approached
in the context of increasing drug use among young people. No one group holds the key to
prevention, rather a co-operative approach is required. The importance of schools in the context
of an overall prevention strategy is acknowledged in the development of school-based
programmes such as Walk Tall. The success of any programme will be influenced greatly by
what is happening both inside and outside schools to support young people to make healthy
lifestyle choices.
References
1. First Report of the Ministerial Task Force on Measures to Reduce the Demand for Drugs. October 1996.
2. On My Own Two Feet: Educational Resource Materials for Substance Abuse Prevention. Department of
Education. 1994.
3. Gardner, H. Frames of Mind: The Theory of Multiple Intelligences. London: Paladin. 1993.
4. The Stay Safe Programme: Personal Safety Skills for Primary Schools. Child Abuse Prevention
Programme. 1997.
5. Resource Materials for Relationships and Sexuality Education. Department of Education and Science.
1998.
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WALK TALL PROGRAMME
Overview of classroom materials
Junior Infants to 2nd Class
JUNIOR INFANTS
Unit Name
Lesson Name
FIRST CLASS
Unit name
Me and others
The name game
This is me
There’s no one quite like me
This special person’s name
My important people
Bear hugs
I am unique
My name
Our favourite things
Alike/different
I have talents
I have opinions
My five senses
I taste with my tongue
Blindfold walk
The feely box
Noisy places
Which sense?
Our giant book of senses
People who live
and work together
need rules
If there were no rules
People who make rules care
about something important
There are rules about medicines
The rules of this classroom
I have feelings
Feelings are okay
When I’m happy
It’s okay to cry when I’m sad
When I feel angry I have
lots of energy
It’s okay to make mistakes
When I’m scared I look for help
I share my feelings with people I trust
Places where I belong
I belong with my class
I belong in my home
I belong …
I would like to belong …
Looking back,
looking forward
I’m celebrating all I’ve learned
Belonging and co-operating
Who lives inside my front door?
Jack’s story (co-operation)
Storm (leadership)
Taking care of my body
Things I put on my body
Miss Polly’s sick dolly
What would you do?
Feelings
Feeling faces
The big happy picture
Things that go bump in the night
I’m lonely
Little Miss Angry
Caring and sharing
Looking back,
looking forward
Lesson name
Celebration
SENIOR INFANTS
Unit name
Lesson name
SECOND CLASS
Unit name
Identity and self-esteem
Changes and choices
I change as I grow
The influence of friends
The influence of advertising
Do I want to smoke?
Bullying
My body
My heart and my lungs
My brain is my control centre
My body needs food
Too much of a good thing
Drugs are very powerful
Why are those children having
injections?
I’m always learning
I’m learning to trust
I’m learning to co-operate
I’m learning to use my own brain
I’m learning to say no
I’m learning to ask for what I want
I’m learning about my rights
Looking back,
looking forward
I’m celebrating all I’ve learned
My five senses
Names I have
The face in the mirror
Faces
Mushka
Name train
The crocodile pool
The magic box
Are you? Can you? Do you?
The five senses
Taste test
What’s in the box?
What do you smell?
Jungle journey
Time for a rhyme
Belonging
My special people booklet
Our class
Helping hand tree
Taking care of my body
Five little children
Things that go in my body
Feelings
Things to be happy about
Hot air balloon ride
Looking back,
looking forward
Stars
22
Lesson name
WALK TALL PROGRAMME
Overview of classroom materials
3rd Class to 6th Class
THIRD CLASS
Unit name
Setting the scene
Rules of the classroom
Listening
Valuing self and others
My name is special
My strengths
I am unique
You are unique too
I want … I need
I have feelings
What’s that feeling?
I felt happy when …
Not-so-good feelings
I feel, I do
If I’m tense I can relax
My body in and
out of balance
On and off balance
Body balance
What’s good for me?
Smoking
Drinking
Choices
Now or later
Who influences me?
Acting on impulse
Making a choice
Looking back,
looking forward
FOURTH CLASS
Unit name
I’m celebrating all I’ve learned
Rules of the classroom
Taking time to listen
Listening for feelings
Who am I?
Self acceptance
Self-portrait
What’s it worth?
I know … I think
Viewpoints
Substances
How do they feel?
Expressing feelings
People shrink from put-downs
Dealing with difficult situations
Feeling the air in our bodies
Smoking- what do you think?
Being offered a cigarette
Forming and breaking habits
Alcohol
What is a drug?
Standing up for myself
Groups I belong to
Decision-making
Practising decision-making
What do I say to myself?
Conflicts
Direct communication
Looking back,
looking forward
I’m celebrating all I’ve learned
23
Lesson name
Me and others
This is my life
Me
Interview
You can’t win all the time
Feelings
How are you feeling?
Painting feelings
What happens when I feel … ?
Influences
Says who?
Part of the gang
Someone I admire
Advertising
Decision-making
Types of decisions
Ways of deciding
I can choose
Risky situations
Alcohol
Alcohol – how we see it
Alcohol – information
Alcoholism and the family
Looking back,
looking forward
I’m celebrating all I’ve learned
SIXTH CLASS
Unit name
Lesson name
Setting the scene
and listening
Feelings
FIFTH CLASS
Unit name
Lesson name
Lesson name
Ways of seeing
Group building
Getting to know each other
My identity shield
My roots
I can do it
Handling criticism
Feelings
What do I do when I feel?
Strong feelings
Dealing with difficult feelings
Decision -making
Making decisions
What I decide
A way of deciding
How others see it
Smoking
The smoking bottle
Smoking
Let’s do something
Drugs
The bag
What is a drug?
What do I think about drugs and
drug-taking?
What can they do now?
Making decisions about drugs
Addiction
Action on drugs
Looking back,
looking forward
Looking to the future
Celebration shields, worry stars
A new school
WALK TALL PROGRAMME
INTRODUCTION TO
JUNIOR INFANTS LESSONS
This Programme is divided into six units, Me and Others, My Five Senses, Belonging and
Co-operating, Taking Care of My Body, Feelings and Looking Back, Looking Forward.
Unit One helps to build a sense of identity and self-esteem. Unit Two explores the five senses. Unit
Three focuses on developing a sense of security and belonging. Unit Four is concerned with safety
and things that go on to the body. The Feelings unit deals with naming and recognising feelings.
The final unit celebrates the work done in the Programme during the year.
The Programme is process-centred. While information is taught, the main focus is on
developing attitudes and skills e.g. self awareness, self-esteem, listening, co-operation and
empathy. The children’s experiences and opinions are valued and respected. Right answers are
not sought. Children are given an opportunity to express their views and tell their stories.
A variety of methodologies is used in these lessons. These include discussion, circle work,
brainstorming, art work, games, movement and story. It is important that teachers familiarise
themselves with the structure and content of each lesson prior to using it. A brief explanation
of the various methods is contained in the General Introduction and titles of relevant books are
provided in the Resources List.
Circle Work
In this Programme a great deal of sharing and discussion takes place. Seating the children in a
circle is best not only for practical reasons such as seeing and hearing each other, but also because
the circle itself conveys the valuing within the classroom of sharing, inclusion and equality. If a
circle formation is not possible due to space, then the teacher needs to give consideration to
finding a way of working which systematically invites everyone to participate. A speaking object
is used as a way of regulating contributions to the discussion – the child holding the speaking
object has the right to speak and all others have the right to listen.
Some of the lessons included in this Programme deal with sensitive issues. These range from
exploring feelings to discussion of who lives inside my front door. It is important that teachers
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WALK TALL PROGRAMME
be aware of these issues prior to implementing the lessons. Where appropriate, the Teacher’s
Note highlights these issues.
Folders
It can be useful for each child to have a special folder for this work. This could be decorated at
the beginning of the year.
Parents
A letter to parents informing them about the Programme and inviting their positive
participation is included on p. 27. Teachers may wish to send this to parents prior to
introducing the Programme.
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WALK TALL PROGRAMME
OVERVIEW OF
LESSONS AND METHODS
UNIT NAME
LESSON NAME
METHODS
Me and others
Name game
This is me
There’s no one quite like me
This special person’s name
My important people
Bear hugs
Game, Discussion, Art work
Discussion, Art work
Art work, Circle work
Art work, Discussion
Story, Discussion, Art work
Game, Discussion
My five senses
I taste with my tongue
Blindfold walk
The feely box
Noisy places
Which sense?
Our giant book of senses
Tasting activity, Circle work
Movement, Circle work
Touching activity, Discussion
Discussion, Story
Story, Discussion
Discussion, Group work, Art work
Belonging and
co-operating
Who lives inside my front door?
Discussion, Art work, Circle work
Jack’s story, (co-operation)
Storm (leadership)
Story, Art work, Circle work
Game, Discussion
Taking care of
my body
Things I put on my body
Miss Polly’s sick dolly
What would you do?
Discussion, Group work, Art work
Song, Discussion
Story, Drama, Discussion
Feelings
Feeling faces
The big happy picture
Things that go bump in the night
I’m lonely
Little Miss Angry
Caring and sharing
Discussion, Art work, Circle work
Discussion, Art work
Story, Art work, Circle work
Story, Discussion, Art work
Circle work
Story, Discussion, Art work
Story, Drama, Discussion
Celebration
Art work, Circle work
Looking back,
looking forward
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WALK TALL PROGRAMME
Date _______________
Dear Parent/Guardian,
We are beginning a programme of Social, Personal and Health Education with children over the
coming weeks. One of the main aims of the Programme is Substance (drugs) Misuse Prevention.
The main themes covered are Self-esteem, Feelings, Growing and Changing, and Looking After
My Body. The emphasis is on giving children life skills.
Parents and teachers cannot be with children all the time, particularly as they grow older.
Consequently, they need to be able to stand on their own two feet to face all the challenges of
modern society. Hopefully, at the end of the Programme, children will be better equipped to
deal with any difficult situation they may face in the future.
The Programme begins by building children’s self-esteem. You may be asked to participate in
your child’s learning as we work through the various activities in the Programme, for example,
by providing a photograph of your child when s/he was a baby, or by collecting magazines for
art work. You may also wish to discuss the Programme with your child from time to time. Your
positive participation will help in fostering the successful teaching of the Programme.
A copy of the materials being used is available for viewing if you wish. If you have any
questions, please feel free to discuss these with me.
Thank you for your co-operation.
________________
Class Teacher
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WALK TALL PROGRAMME
28
UNIT ONE
ME AND OTHERS
WALK TALL PROGRAMME
Unit One
ME AND OTHERS
The main theme of this unit is self identity and relationships with others. The lessons encourage
the children to see themselves as unique and special and to develop an awareness of the
important people in their lives. Lessons 1 and 4 focus on the importance of our names and
encourage the children to tell the story of their individual names. In doing so an important link
between school and home is made. Through discussion in Lessons 2 and 3 the children also
discover that they have distinguishing physical features and these are represented through art
work. Lesson 5 helps children to identify key people in their lives who keep them safe. In the
final lesson the children explore feelings associated with exclusion and inclusion and some
simple rules for the classroom are introduced.
The lessons in this unit are as follows:
LESSON 1
THE NAME GAME
LESSON 2
THIS IS ME
LESSON 3
THERE’S NO ONE QUITE LIKE ME
LESSON 4
THIS SPECIAL PERSON’S NAME
LESSON 5
MY IMPORTANT PEOPLE
LESSON 6
BEAR HUGS
SUGGESTED STORIES, RHYMES AND SONGS
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WALK TALL PROGRAMME
Lesson 1
THE NAME GAME
CORE CONCEPT:
Names are an important aspect of identity. Learning the story of their names helps the children
to know and value themselves.
PURPOSE:
To help the children get to know each other and learn each others’ names.
TEACHER’S NOTE:
If space in the classroom is limited, the lesson could take place in the hall or multi-purpose
room with the children sitting on mats placed in a circle.
RESOURCES NEEDED:
Bean bag or soft ball
Cards with the children’s names written on them
Letter to parents (p. 33)
PROCEDURE:
Game
Discussion
Decorating name cards
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WALK TALL PROGRAMME
DETAILED PROCEDURE:
Game
The children sit in a circle. Start the game by saying your own name e.g. My name is Miss Boyle.
Pass the bean bag to the child on your right who says his/her name before passing on the bean
bag.
When the bean bag reaches you again, select a child and say, Your name is Orla before throwing
the bean bag. Orla then chooses someone to throw the bean bag to but names the child before
doing so.
Discussion
Talk to the children about names and how important they are. Encourage the children to ask at
home why their name was chosen and who chose it. The letter to parents can be sent home.
The children may also enjoy finding out and telling their second names. During circle work
allow the children to share this with the class.
Decorating name plates
Distribute the name cards – one for each child. The children decorate these using crayons
and/or markers. The name cards can be used to denote ownership of work on classroom
displays.
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WALK TALL PROGRAMME
Date _______________
Dear Parent/Guardian,
Over the next few weeks we will be doing some work in class about the children themselves.
Could you please send in a photograph of _________________. S/he will be using it for a
worksheet. It would also be helpful if you could talk to ________________ about how his/her
name was chosen and to tell him/her about a second name if s/he has one.
Thank you for your co-operation.
________________
Class Teacher
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WALK TALL PROGRAMME
Lesson 2
THIS IS ME
CORE CONCEPT:
Building children’s self-confidence is central to this Programme. It is important to help the
children become aware of themselves as unique and worthy individuals.
PURPOSE:
To help children develop awareness of their own uniqueness.
To identify and name distinguishing facial features.
To help the children to get to know each other.
RESOURCES NEEDED:
Paints and brushes, crayons and art paper
A mirror is also useful for this lesson
PROCEDURE:
Discussion
Painting/colouring pictures
Display
DETAILED PROCEDURE:
Discussion
Talk to the children about the physical traits that we have in common – two
hands/eyes/ears/legs, hair covering our heads, and so on. We all have hair and eyes, but different
people have different coloured hair and eyes. Encourage the children to name less frequently
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WALK TALL PROGRAMME
identified features e.g. eyelashes, eyebrows, freckles, etc. Invite two children to stand and ask
the other children to identify how they are different e.g. colour of hair/skin/eyes; size; shape of
face/nose; boy/girl.
If there are twins in the class or if they know any twins invite the children to say how they tell
them apart. Explain that although the twins may look identical and it can be hard to tell them
apart, each child is special and unique.
Painting/colouring pictures
Place a mirror where the children can easily view themselves and ask them to look carefully at
their reflection. Is there anything you notice about your face that you don’t remember seeing before?
Ask the children to paint or draw a picture of their faces. Encourage them to do large portraits.
Display
Allow time for each child to say a few sentences about his/her picture. This could be done over the
space of a week, allowing a small group of children to talk about their pictures at a set time e.g.
My name is John.
I am a boy.
My eyes are blue.
I have curly, brown hair.
Display the pictures. Can the children identify each other? If the children have individual name
cards these could be placed below their pictures.
HOME LINK:
The children could be encouraged to invite their parents to view the gallery at a time of your
choosing.
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WALK TALL PROGRAMME
EXTENSION WORK:
Instead of brushes allow the children to finger paint their pictures. Finger painting has a tactile
quality that young children enjoy. Special finger paints are not necessary. Poster paints, with
kitchen paper to wipe fingers clean when changing colours, work just as well.
Later in the year, the lesson could be repeated when the children have more experience of
drawing/painting. This time their picture could show them doing something they enjoy, or
wearing their favourite clothes. On completion of the pictures, each child should have the
opportunity to say a few simple sentences about her/his work e.g.
My name is Maeve.
I am a girl.
In my picture I am swimming.
I can swim with my armbands.
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WALK TALL PROGRAMME
Lesson 3
THERE’S NO ONE QUITE LIKE ME
CORE CONCEPT:
Recognising and accepting difference is important in developing the concept that people are
alike yet different from one another in many ways.
PURPOSE:
To build the children’s sense of identity.
RESOURCES NEEDED:
Worksheet: There’s No One Quite Like Me (p. 39)
Glue, scissors, inkpad, paint/crayons, paper
PROCEDURE:
Worksheet
Circle work
DETAILED PROCEDURE:
Completion of worksheet
Distribute the worksheet: There’s No-one Quite Like Me. The handprints can be made by
painting the hand with a light wash of colour and pressing firmly on a sheet of paper. These are
left to dry. Alternatively, the children could simply trace around their hands with a pencil or
marker. The hand could then be coloured in with a crayon. The handprints are cut out and
glued in place on the worksheet.
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WALK TALL PROGRAMME
The fingerprints are best done with an inkpad, rolling the finger on it gently from side to side
and then pressing the finger firmly in the space provided on the worksheet. When the
handprint and fingerprint are complete the children stick their photograph in place.
Circle work
The children find a partner and spend a few minutes comparing their worksheets. Encourage
them to look carefully and see how they differ from each other. The children then sit in a circle.
Explain the rules of the circle – only the person with the speaking object/shell/microphone has
the power to talk and everyone else has the power to listen.
Ask the children what they noticed when they were working in pairs:
Did you look like each other in the photographs?
Was your handprint the same size as your partner’s?
What did you notice about the fingerprints?
Ask the children if anyone knows or has seen identical twins. Explain that these children look
so much alike, but even though they might look the same and their handprints might be the
same size, their fingerprints are different. No two people in the whole world have the same
fingerprint.
Having considered how people can be similar or different in physical appearance, the children
could be invited to think about other aspects of the person. In the circle where you tell each
child one thing you have noticed that they are good at e.g. John is a good footballer, Emma is good
at drawing, Paul is a kind friend, Peter is clever at building bricks. If the children are ready for it, you
could ask them to say one thing they think they do well. An alternative would be for them to
say what it is they like about the person sitting next to them in the circle.
38
39
My fingerprint
My photo
My name is
My handprint
There’s no one quite like me!
WALK TALL PROGRAMME
WALK TALL PROGRAMME
Lesson 4
THIS SPECIAL PERSON’S NAME
CORE CONCEPT:
Being recognised and called by name helps develop a sense of belonging to the group.
Displaying names beside work affirms and enhances the children’s self-image.
PURPOSE:
To help the children recognise and celebrate their names.
RESOURCES NEEDED:
4cm. squares of assorted coloured paper, enough for each child to take a square for each letter
of his/her name
A4 paper
Paints, markers, crayons, gummed shapes, glitter, glue, scissors
Glove puppet (optional)
PROCEDURE:
Introductions
Decorating name cards
Display and discussion
40
WALK TALL PROGRAMME
DETAILED PROCEDURE:
Introductions
The children sit in the circle. The glove puppet introduces itself to the children. The children
then introduce themselves in turn. They could also be encouraged to say something positive
about themselves e.g. My name is Patrick. I am good at making jigsaws.
Decorating name cards
Each child then takes the number of paper squares equivalent to the letters in his/her name in
whatever colours s/he chooses e.g. Orla – 4 squares. The children write out the letters of their
names and glue these in place on the A4 paper. The paper is then decorated using any materials
that the child chooses from those provided.
Display and discussion
A banner is prepared with the words: Special people have special names and this is pinned
in place above the display area. Each child is invited to show his/her name picture to the
children. Encourage the children to say something about their names e.g. why this name was
given to them or why they like their name. The children could also tell about other names that
they are called and the name they like to be known by. The picture is then displayed under the
banner.
EXTENSION WORK:
Towards the end of the year as the children’s basic word recognition skills have developed, a set
of large name cards could be used during a circle work game. Three of the cards are dealt to a
child and s/he attempts to place the correct card on the floor in front of the named child.
Encourage the children to help each other out.
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WALK TALL PROGRAMME
Lesson 5
MY IMPORTANT PEOPLE
CORE CONCEPT:
Being part of a network of people and having caring adults in their lives helps children feel
secure.
PURPOSE:
To identify key people in children’s lives and explore everyday situations in which these people
help keep them safe.
TEACHER’S NOTE:
If this lesson is taught early in the school year the worksheet may be too difficult for the
children and should be omitted.
RESOURCES NEEDED:
Story: James’ Story (pp. 44, 45)
Letter for parents (p. 46)
Worksheet: These are Some of My Important People (p. 47)
Crayons and paper
PROCEDURE:
Story
Drawing and talking
Worksheet
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WALK TALL PROGRAMME
DETAILED PROCEDURE:
Story
If possible, have the children sit in the circle and read James’ story to them.
The following questions could be used to discuss the story:
Who helped James? How did they help keep him safe?
How did James feel when his Mum told him that Sinéad was too sick to go to school?
How did he feel when Claire bumped into him?
What did he tell Sinéad when he went home?
The children should be encouraged to share +times they felt as James felt in the story – sad,
scared, worried, proud, happy.
Drawing and talking
Remind the children of the roles that different characters in the story played in helping keep
James safe. Explain that you want them to think about one important person who helps keep
them safe. The children then draw this person. As they are working, move around the classroom
and write or help the children to write the name of the person they have chosen.
When the pictures are complete the children return to the circle and each child shows their
person, says his/her name and tells how this person helps keep them safe.
Worksheet
The worksheet: These are Some of My Important People could be completed at home.
The letter explains to the parents the purpose of the activity and the procedure for completing
it. The worksheets could be used in class for small group work. Each child tells the others in
his/her group about the special people. In a follow-up discussion emphasise that these are
people we trust and if the children are feeling worried or scared or sad they should talk to one
of these people.
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WALK TALL PROGRAMME
James’ story
James walked to school every morning with his big sister Sinéad. She held his hand and helped
him cross the road safely. Some mornings when he took a long time getting ready she would
call – “Hurry up, slowcoach or we’ll be late,” but she was never really cross with him. Sinéad
was a very kind big sister. Once when some bigger boys had been picking on him in the
playground Sinéad told them to leave James alone or she would tell Miss Cosgrave, the
principal.
Then one morning Sinéad was too sick to go to school. James was worried and he asked his
Mum who would bring him to school and look after him. “Don’t worry James,” smiled his
Mum, “there are lots of people who will help you until Sinéad is better. Paul and his Dad will
be here soon to walk to school with you.”
Sure enough Paul and his Dad arrived a few minutes later. James called goodbye to Sinéad and
went off to school. At the crossing the lollipop lady said good morning to James. “Where’s
Sinéad today?” she asked. James told her that Sinéad had to stay in bed for a week because she
was sick. “Well, I’ll be here every day to make sure you cross the road safely,” said the lollipop
lady.
Paul’s Dad said goodbye to the boys at the gate and they hurried into the line with the rest of
their class. James really liked Tuesdays. In the morning they went to the hall for P.E. and when
they came back the teacher always told them a story.
At break-time James walked around the playground on his own. He looked for his pals Kevin
and Paul but he couldn’t see them anywhere. The playground was noisy and full of children
playing football, skipping or chasing. Just then, Claire, a big girl from sixth class bumped into
James and knocked him over. He started to cry. Claire helped him up and said sorry. Then she
took him over to Miss Mullen who was in the yard. Miss Mullen put a plaster on his knee. She
called Emer over. Emer was Sinéad’s best friend. Miss Mullen asked her to keep an eye on James
until Sinéad was better.
At lunch-time when the children were in the playground again, Emer came over to see if James
was okay. He was playing with Paul and Kevin. Emer noticed that his shoelace was open. Instead
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of just tying it herself, Emer showed James how to do it. He was very pleased when he managed
it after just a few tries.
That afternoon his Gran was waiting at the gate to take James and Paul home. His Mum was back
at the house looking after Sinéad. When James got home, he ran upstairs to see Sinéad. The doctor
was just about to go. “Hello, James,” said Dr. Diver. “Hello, Dr. Diver,” said James. “Is Sinéad
better?” “Well,” said the doctor, “I’ve given her some medicine so she will be better soon.”
After the doctor left James sat up on the bed beside Sinéad and told her all about the people
who helped him that day. He even opened his shoelaces to show her how he had learned to tie
them.
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Date _______________
Dear Parent/Guardian,
This week in school the children have heard a story about a little boy called James and the
people in his life who help keep him safe. It is important that young children can recognise and
name people that they trust. The children have learned that they should talk to one of these
people when they feel worried or scared or sad.
Please help___________________ to fill out his/her worksheet. The children draw their own
picture in the diamond in the centre of the page. Each of the other spaces is for someone that
the child knows and trusts e.g. parent, child minder, big brother or sister. Each person’s name
should be written under their picture.
Many thanks for your help.
________________________
Class Teacher
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These are some of
my important people
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Lesson 6
BEAR HUGS
CORE CONCEPT:
Young children are by nature egocentric and have to be helped realise that they are part of a
network of people. Becoming aware of the needs of others is a gradual process.
PURPOSE:
To help the children to name and explore the feelings associated with exclusion and inclusion.
TEACHER’S NOTE:
Bear Hugs is like musical chairs but it is the mats rather than the children that are put out. It is
best played in the hall or if weather permits in the schoolyard. Musical chairs is played at the
beginning of the lesson. This can be played on an earlier occasion.
Birthday parties are major events in the lives of young children. Unfortunately, they also tend
to be occasions which can reinforce the notion of exclusion. If meeting parents of the infants
as a group this could be highlighted as an issue that can give rise to conflict in school and often
leads to exclusion of a particular child.
RESOURCES NEEDED:
Mats, tape recorder, music
PROCEDURE:
Warm-up and game
Discussion
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DETAILED PROCEDURE:
Warm-up and game
Get the children moving quickly about the room, in and out of all the spaces, changing
direction and taking care not to bump into anyone else. Play a game of Musical Chairs. If the
children are unfamiliar with the rules these will have to be explained.
Tell the children that you are going to play another game called Bear Hugs. Place a number
of mats/hoops around the room. Explain to the children that while the music is playing they
must move around the room. When it stops and you call Bear Hugs and a number they must
find others to form a group of the stated number, linking arms and standing on a mat e.g. three
Bear Hugs – three children stand together on a mat.
Each time you restart the music, remove a mat (or mats) and give a new group number (larger
than the previous number) when the music stops. As the size of the groups increase, two mats
can be placed together to accommodate the children safely. Finally, only one area for the Bear
to congregate should remain – this can be any number of mats joined together. When the music
stops call All Bear Hugs. There will be a great deal of laughter as the children try to get everyone
on the mat(s). You should join in too!
Discussion
Have the children sit in a circle. Ask them if they enjoyed Bear Hugs. Invite them to give you
as many words as possible to describe how they felt while they were playing Bear Hugs. Did
you like playing Musical Chairs? Ask them to describe how they felt as they played. What is the
difference between the two games? In Bear Hugs everyone stays in the game and everybody wins;
in Musical Chairs all except one winner are put out of the game. Which game do you prefer?
Many children enjoy the competitive element of Musical Chairs. However the fact that they
all win in Bear Hugs should be emphasised.
Back in the classroom ask the children to think and talk about times when they were left out:
How did it feel?
Have you ever left someone out of a game?
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EXTENSION WORK:
Simple Rules for Our Class could be introduced. The children agree to try to share, take their
turn and allow anyone who wants to take part to be included in their games and activities.
These simple rules should be displayed and the children given frequent reminders of them. It is
a good idea to notice and mention the children keeping rather than breaking the rules e.g. I am
very pleased to see Brenda sharing her crayons with Siobhán and Martina.
A simple way of modelling inclusion is to rotate jobs or tasks performed by the children during
the term.
The rules could be written on a chart e.g.
In our class …
We take turns
We let everyone play
We share
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Suggested stories, rhymes
and songs
Stories
Brown Bear Brown Bear
E. Carle and B. Martin. Picture Puffin, 1994.
Peebo
J. and A. Ahlberg. Picture Puffin, 1981.
Too Tired
A. Turnbull. Puffin Books, 1995.
Can’t You Sleep, Little Bear?
M. Waddell and B. Firth. Walker Books, 1990.
The Best Nest
P.D. Eastman. Collins Books, 1981.
The Ugly Duckling
H. C. Anderson. Ladybird Books.
Rumpelstilskin
Ladybird Books.
Rhymes and Songs
Hop, Skip and Jump
Early Learning Centre (tape).
I Have A Name
Children of God Series.
If You’re Mary and You Know It Clap your Hands
This Little Puffin, 1991.
The Hokey Pokey
This Little Puffin, 1991.
We All Clap Hands Together
This Little Puffin, 1991.
My Friend Sarah
This Little Puffin, 1991.
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UNIT TWO
MY FIVE SENSES
WALK TALL PROGRAMME
Unit Two
MY FIVE SENSES
The theme of this unit is sensory perception. How the world becomes known to us is explored
through our five senses. The lessons allow the children to experience all five senses. Each lesson
focuses on a different sense in order to heighten the children’s awareness of them, particularly
in relation to safety. The children are encouraged to appreciate their senses as gifts, to come to
an understanding about disability and to engage in trust building. The area of substance misuse
prevention is touched on in the Programme, in a very simple way, in the lesson on taste.
An awareness of environment is another element in this unit and a series of short stories provide
the children with an opportunity to reinforce a keeping safe message. In the final lesson the
children explore and celebrate all five senses.
Suggestions are given for setting up a Five Senses Activity Area at the beginning of the unit.
The lessons in the unit are as follows:
LESSON 1
I TASTE WITH MY TONGUE
LESSON 2
BLINDFOLD WALK
LESSON 3
THE FEELY BOX
LESSON 4
NOISY PLACES
LESSON 5
WHICH SENSE?
LESSON 6
OUR GIANT BOOK OF SENSES
SUGGESTED STORIES, RHYMES AND SONGS
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Five Senses Activity Area
While the activity area is not essential to the lessons on sensory perception it can enhance the
learning experience for children in many ways. The area acts as a focal point for the children.
It encourages interest and participation in the theme and allows all children to become
involved. Independent learning is encouraged both for the individual child and for the children
when working in groups. Finally, the activity area acts as a central location for storing theme
materials and displaying completed work.
Setting up the activity area
The activity area will need a work space and wall space. A table could serve as the work space.
A bookshelf and floor mat or cushions are useful additions. Picture books and reference material
could be left on a low shelf for easy access by the children.
The wall space can be decorated with single word banners and cut-out pictures of eyes, ears,
noses, mouths and hands, as well as the children’s work created during the exploration of the
theme.
Any related books can be collected and displayed on the bookshelf. The children’s own Five
Senses Books should also be displayed here.
During the period that has been allocated to the theme plan a daily time when small groups of
children can visit the area and, if possible, repeat activities that were explored with the whole
class e.g. Feely Box.
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Lesson 1
I TASTE WITH MY TONGUE
CORE CONCEPT:
Our sense of taste enables us to enjoy food. Young children will often refuse a particular food
even though they have never tasted it. Food tasting sessions in school can lead to children
widening the variety of food that they will eat.
PURPOSE:
To talk about the tongue and how we use it to taste food.
To teach the Keeping Safe Message: never taste or put anything in your mouth unless you know
it is safe. If you are not sure what it is, ask one of your safe people.
TEACHER’S NOTE:
Small children are often told to stick out their tongue on a visit to the doctor or do so
themselves when they want to insult someone or show dislike. Explain to them that it is not
nice to stick their tongue out at anyone, other than when they are with the doctor!
You may wish to send a note home to inform parents that the children will be having a food
tasting session in school and to check that none of the children have any food allergies.
The worksheet is optional. Instead, the children could use a thumbs up/thumbs down sign to
indicate whether or not they liked the taste.
RESOURCES NEEDED:
A number of small hand mirrors, glue, scissors, magazines, markers
Worksheet: I Can Taste (p. 59)
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PROCEDURE:
Looking at tongues
Tasting
Circle work
DETAILED PROCEDURE:
Looking at tongues
When introducing the lesson ask the children if anyone can roll their tongues up. (This is a
hereditary trait – not everyone can do it!) Can anyone tip their nose with their tongue?
Invite the children to look at their tongues in a mirror, if possible. Otherwise they can examine
each other’s tongues – looking but not touching! This will probably give rise to a lot of giggles.
Can they see all the tiny little bumps on their tongues?
Explain that these are called taste buds. When we taste different foods they send messages to
our brains to tell us what the food is like. There are four different kinds of taste – sweet, salty,
bitter, sour.
Tasting
Tell the children that they are going to have the opportunity to taste some foods. Four bowls
should be placed on a central table. Each bowl contains a food representing one of the four
tastes. If possible each child should have a plastic spoon for tasting the yoghurt and lemon.
SWEET:
Smarties/jelly tots/chocolate buttons.
SALT:
Crisps.
SOUR:
Natural yoghurt.
BITTER:
Slices of lemon or lemon juice.
Allow the children to take one sweet each and taste this. If they are using the worksheet allow
them a few minutes to complete this. If not, ask for a thumbs up sign from the children who
like the taste and a thumbs down sign from those who don’t. Explain that it is the sugar in the
sweets that give them the sweet taste. Repeat with each of the other foodstuffs.
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Circle work
Ask the children to name their favourite foods. What do they like best for dinner? The children
work in pairs and find two things that they both like to eat and two foods that they do not like.
The pairs sit together during circle work and one child tells about the foods they both liked and
the other talks about the foods they disliked.
Emphasise the Keeping Safe Message: never taste or put anything in your mouth unless you know
it is safe. If you are not sure what it is, ask one of your safe people.
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I can taste
Like
59
Don't like
WALK TALL PROGRAMME
Date _______________
Dear Parent/Guardian,
As part of our work on the five senses, the children will be tasting some foods in school next
week. Please complete and sign the appropriate slip below and return it to the school tomorrow.
Thank you
______________________
Class Teacher
✄
Child’s name: _____________________________________________________ has no food allergies.
Signed ________________________
Date __________________________
✄
Child’s name: ___________________________________________________ is allergic to these foods:
________________________________________________________________________________________
Signed ________________________
Date __________________________
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Lesson 2
BLINDFOLD WALK
CORE CONCEPT:
Our well-being is greatly influenced by the environment in which we live. Much of what we
know about our world is through our sense of sight.
PURPOSE:
To develop trust among the children.
To help the children appreciate the gift of sight and to encourage sensitivity to those in our
community with disabilities.
TEACHER’S NOTE:
This activity should only be undertaken in a large spacious area. Emphasise that it is necessary
that the children who are the guide dogs take great care to lead their partners safely through the
obstacles.
RESOURCES NEEDED:
Cones, or similar objects to use as obstacles
Selection of cards with symbols on them – two of each symbol
Blindfolds
Space for movement
PROCEDURE:
Robots
Little finger walk
Blindfold walk
Circle work
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DETAILED PROCEDURE:
Robots
Divide the children into pairs by asking them to choose a card from those in the box. Each card
has a matching twin. The children move around the room until they find another child with a
matching card. This child will be their partner.
Each child is then given a number, one or two. Explain that all the twos are going to be robots.
The ones are in control of the robots. The robots must only move when they are told to. Orders
could include: go forward, turn around, take two steps back. Allow the children to play for a few
minutes before swapping roles. Play the game again.
Little finger walk
The children remain with their partners. Explain that this time the twos will lead their partners
around the room by linking little fingers. Switch roles after a few minutes with the ones acting
as leaders this time.
Blindfold walk
Set up a simple obstacle course. This time one child wears a blindfold and the other acts as a
guide dog, holding his/her partner’s hand and leading him/her safely through the obstacles.
Having decided who will wear the blindfold first, the pairs then take it in turn to negotiate the
obstacles and cross the room. When they reach the other side, they swap roles and return back
through the obstacles with the new guide dog leading the child with the blindfold.
Circle work
The children talk about the activity:
How did it feel to be wearing the blindfold?
Was it scary? Why?
Was it hard to be the guide dog? Why?
If your partner hadn’t been there could you have found your way through the obstacles?
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Focus the discussion on how our eyes help keep us safe. Think of times when we use our eyes
to look out for danger e.g. crossing the road. Children who live in towns with pedestrian
crossings will be aware of the aural as well as the visual signal that lets people know that it is
safe to cross. Explain that blind people need to use their ears and other people to help them
cross the road safely. They also use their sense of touch to keep them safe when they use their
white sticks.
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Lesson 3
THE FEELY BOX
CORE CONCEPT:
The sense of touch helps children to get to know their world.
PURPOSE:
To teach children about the sense of touch, and how objects can be identified by their texture.
To reinforce the Keeping Safe Message: Never play with or lift sharp objects such as knives, glass
or needles.
TEACHER’S NOTE:
When first introduced, the Feely Box activity could be played for a few minutes each day. Then
leave the box in the Five Senses Activity Area or in an accessible place and encourage the
children to play the game themselves.
RESOURCES NEEDED:
Sandpaper
Selection of different textured materials and objects
Feely Box: a large decorated cardboard box with a lid. (A hole should be cut in the lid.)
PROCEDURE:
Think, feel and touch
The Feely Box
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DETAILED PROCEDURE:
Think, feel and touch
Pass a piece of sandpaper around the group and invite the children to feel it. Tell them to think
about how it feels:
What does it feel like?
Does anyone know what it is and what it is used for?
Does the way it feels help it do its job?
Repeat this using a variety of materials e.g. silk, tissue paper, something furry, plastic. Talk to the
children about our sense of touch. When we feel something hot, cold, rough, smooth or sharp our
skin sends a message to our brain and we are able to identify what it is. Ask the following questions:
What things do you like to touch?
Why are small children not allowed to play with sharp objects like needles or scissors?
If you saw a needle/syringe lying in the playground what should you do?
Who would you tell?
The Feely Box
Put an object in the Feely Box. Show the Feely Box to the children. Explain that you have
put something inside and by just using their sense of touch they will try to guess what it is.
Repeat this a few times with different objects.
Next explain to the children that this time the person touching the object is going to give the
others clues and they must try to guess what it is , e.g. pencil:
It’s long.
It has a sharp point.
It’s hard.
It’s thin.
You could summarise the information and if the object still has not been named a further clue
as to the object’s use could be given: you use it for drawing and writing. The children then attempt
to guess again. Talk to the children about the activity. Emphasise the Keeping Safe Message:
Never play with or lift sharp objects such as knives, glass or needles.
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Lesson 4
NOISY PLACES
CORE CONCEPT:
People talking, hands clapping, horns honking – the children’s world is filled with sounds. We
have become so used to everyday sounds that sometimes we are unaware of them and need to
stop and really listen to hear them.
PURPOSE:
To raise awareness of city and country sounds.
TEACHER’S NOTE:
In advance, record the classroom noises without alerting the children to the fact that they are
being recorded.
RESOURCES NEEDED:
Story: The City Cat and His Cousin, Country Cat (p. 68)
Tape recorder
PROCEDURE:
Discussion
Story
Everyday noises
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DETAILED PROCEDURE:
Discussion
Tell the children that they are going to hear a story about two little cats. One lives in the country
and the other lives in the town. Spend a short time talking about the two places in the story.
Ask the children:
Where do you live? In the city? In the country? Just outside one of these places?
What can you tell me about the city? About the country?
Story
Teach the children to use their voices to make the sound effects that will be heard in the story.
Assign each sound to a group of three or four children. Explain to the children that you want
them to join in the story at the appropriate time. Read the story aloud to the children, inviting
the children to make the sound effects.
Discuss:
Why did the noises in the city bother Lotty the country cat but not her city cousin?
Why did the country noises keep Monty awake while Lotty was able to sleep through them?
What noises do you hear at night?
Play the tape of classroom noises and ask the children to identify what they hear. Why do they
not usually hear these sounds?
EXTENSION WORK:
Explain to the children that before television was invented, families gathered around the radio
to listen to plays and stories. Sound effects helped them to imagine what was happening. Tell
them that you are going to read the story again with them performing the sound effects.
Explain that you are also going to record the sounds so that they can hear them.
Play the recording back to the children. A walkman could be placed in the activity area for the
children to listen to themselves.
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The city cat and his cousin,
country cat
Once upon a time a little ginger cat called Monty lived in a very nice house in a big city. Monty
loved to sit on the doorstep and watch the crowds of people walking by and the buses and cars
rushing along the street. One day he got a letter from his cousin, a little black and white country
cat called Lotty. Lotty was coming to visit him in the city.
When Lotty arrived, Monty showed her his fine home in the city. She thought the house was
lovely – especially the kitchen which had lots of delicious things for a little country cat to taste.
When bedtime came the little country cat was very tired after her exciting journey to the city.
Monty and Lotty settled down for a good night’s sleep. But Lotty just could not get to sleep. All
the city sounds from the busy street outside kept her awake.
The cars on the road raced up and down:
Vroom! Vroom!
The buses honked their horns:
Beep! Beep!
The fire-engine and ambulance
sirens sounded:
Nee-naw! Nee-naw!
The guard blew his whistle:
Peep! Peep! Peep!
People walking past
laughed loudly:
Ha! Ha! Ha!
Horns honking, engines revving, sirens blaring, whistles blowing, people making a racket! What
a terrible din. Lotty the little country cat didn’t sleep a wink. Next morning she told Monty she
was going back to the country. The city was far too noisy. She asked Monty to come with her.
He could have a nice quiet holiday in the country.
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So off they went to the country cat’s home. Lotty lived in the corner of a cosy barn on the edge
of the farmyard. The little cats had great fun playing hide-and-seek in the woods but were ready
for their beds when night fell.
This time it was Lotty the little black and white country cat who fell asleep first. Her city cousin
Monty just could not believe his ears. How could the country be so noisy? The sounds from the
countryside kept him awake.
A donkey in a nearby field brayed:
Eee-aw! Eee-aw!
The frogs in the river croaked:
Ribbit! Ribbit!
The cows in the field called:
Moo! Moo! Moo!
From the farmyard poor Monty heard the sheepdog barking, the hens clucking, the
ducks quacking and the pigs oinking.
The sheep on the hill bleated:
Baa! Baa! Baa!
Every animal in the country seemed to be awake making noise. That night Monty didn’t sleep
at all. Next morning he told Lotty the country was far too noisy and that he was going back
home to the city.
And so the country cat stayed in the country and the city cat went back to the city and that
night they both got a good night’s sleep!
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Lesson 5
WHICH SENSE?
CORE CONCEPT:
The world is enjoyed and explored through the senses. The senses alert people to danger.
PURPOSE:
To highlight the fact that our senses can help us to avoid dangerous situations.
To provide opportunities to reinforce Keeping Safe Messages.
RESOURCES NEEDED:
Short stories (p. 72)
Worksheet : Our Senses (p. 73)
PROCEDURE:
Story
Discussion
Worksheet
DETAILED PROCEDURE:
Story
Read some of the short stories to the children.
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Discussion
Discuss each of the stories. Highlight some safety messages e.g.
Children should not play with or touch sharp objects
If food smells or tastes bad you should not eat it.
Only cross the road if you are sure nothing is coming.
(Small children should not be out on the road alone.)
Smoke alarms warn us that there is a fire in the
building – we should leave immediately.
Worksheet
The children complete the worksheet: Our Senses.
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Short stories
1.
Daddy was making tea for the children. He promised them sausage and chips. After
putting the chips in the pan to cook, he went to the fridge and took out the sausages.
He wrinkled his nose as he took off the wrapper.
What do you think was wrong?
How did Daddy know the sausages were bad?
What would have happened if the children had eaten the sausages?
Which sense helped to keep them safe?
2.
Áine was having milk for breakfast. She took a sip. “Yuck,” she said. “What’s wrong?”
asked Mum. “The milk tastes funny,” said Áine. Mum lifted the glass and took a little
sip. “You’re right,” she said. “It’s sour.”
How could Áine tell that the milk was sour?
Have you ever tasted sour milk?
Which other sense could Áine have used to check if the milk was okay to drink?
3.
Conor was helping Mum to tidy up. There was a big knife on the table. Conor was just
about to lift it by the blade and carry it to the sink. “Don’t lift that knife,” said Mum.
How did Mum warn Conor?
Which sense helped to keep him safe?
Why are children not allowed to play with sharp objects?
4.
Paul and his little brother Gary were walking to school. They had to cross a busy road.
They stopped near the edge of the footpath. Paul looked up the road and he saw a lorry
coming. He held on to Gary’s hand and did not let him cross until the road was clear.
Which sense did Paul use to keep the boys safe?
5.
Katie was shopping with her Mum. Suddenly a bell began to ring. It kept on ringing.
Mum took Katie by the hand. She left the shopping trolley behind and hurried out of
the shop. All the other people were rushing outside too. “Why are we leaving?” asked
Katie. “That noise is a fire alarm,” said her Mum.
What warned Katie’s Mum about the danger?
Which sense helped to keep them safe?
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Our senses
Match the pictures
nose
eyes
ears
tongue
hand
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Lesson 6
OUR GIANT BOOK OF SENSES
CORE CONCEPT:
An understanding of the five senses helps children make important connections as they explore
their world.
PURPOSE:
To revise work and celebrate the senses with the children.
RESOURCES NEEDED:
Six sheets of heavy card, poster size
Crayons, paints, markers, paper puncher
Bright coloured wool, scissors, glue and a selection of old magazines
PROCEDURE:
Discussion
Group work
Display
DETAILED PROCEDURE:
Discussion
The children will already have some knowledge of the five senses and how they work. Talk to
them about how we use our senses to find out about the world around us. Can anyone name any
of our senses?
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Fill in the gaps in the children’s knowledge by discussing one sense at a time. For example, our
sense of sound helps us to hear what is happening in the world around us. What part of our
bodies do we hear with? Listen to the sounds you can hear now. What is making the sound? Explore
each of the other senses in the same way with the children – naming the sense, identifying the
related body part, using the sense to identify an object.
You could explore with the children how our senses help keep us safe e.g. smell – smoke, touch
– sharp or hot objects, sound – fire alarm, taste – sour milk, sight – traffic on the road.
Group work
Prepare the pages of the giant book. On the first sheet of card write the title of the book, Our
Giant Book of Senses. On each of the other pages write one set of sentences per page.
I see with my eyes
I can see ______________________
The children are divided into five groups, and allocated one sense each. The groups are given
their big book pages. Read the text aloud with each group and ask the children to name the
things they can see, hear, taste, touch or smell. Which smells, tastes, sounds do they like? The
group then search for pictures in the magazines related to the senses, or draw or paint their own
illustrations. The group complete the sentence with you acting as scribe.
Each group also decorates a section of the cover.
Display
A series of holes are punched in each of the cards and the wool is used to bind the book together.
The children are brought together to view and discuss the finished book.
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EXTENSION WORK:
A game: How Many Senses? could be played with the children. An activity is named and the
children are asked to count how many senses they use when performing the activity.
For example:
playing a drum (sight, hearing and touch)
looking at a rainbow (sight)
eating an orange (smell, taste, sight, touch)
If you have a Five Senses Activity Area the giant book could be displayed there.
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Suggested stories, rhymes
and songs
Stories
Green Eggs and Ham
Dr. Seuss. Harper Collins, 1997.
Each Peach Pear Plum
J. Allen Ahlberg. Picture Puffin, 1989.
The Very Hungry Caterpiller
E. Carte. Picture Puffin 1974.
Dinosaur Roar
P. & H. Strickland. Puffin Books, 1996.
Peace At Last
J. Murphy. Macmillan Books, 1995.
I Know An Old Lady Who Swallowed A Fly
C. & J. Hawkins. Little Mammoth, 1991.
How Do I Eat It?
S. Watanabe. Picture Puffin, 1996.
Rhymes and Songs
Two Little Eyes
This Little Puffin, 1991.
If All The Raindrops
Barney Favourites (Tape).
I Love To Eat Apples And Bananas
Barney Favourites (Tape).
Hop, Skip and Jump
Early Learning Centre (Tape).
The Wheels On The Bus
This Little Puffin, 1991.
A Mouse Lived In A Hole
This Little Puffin, 1991.
My Bicycle Has A Bell
Early Learning Centre (Tape).
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UNIT THREE
BELONGING AND
CO-OPERATING
WALK TALL PROGRAMME
Unit Three
BELONGING AND
CO-OPERATING
The themes of belonging and security are central to this unit and are explored through
discussion, story and art work. The children’s sense of security and belonging is developed by
identifying people who love them. The caring role of the family with its many diversities is
emphasised. In Lesson 1, children draw the people who live with them. Co-operation is
explored through story in Lesson 2. The final lesson in this unit takes a look at leadership roles
and turn-taking.
The lessons in this unit are as follows:
LESSON 1
WHO LIVES INSIDE MY FRONT DOOR?
LESSON 2
JACK’S STORY (CO- OPERATION)
LESSON 3
STORM (LEADERSHIP)
SUGGESTED STORIES, RHYMES AND SONGS
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Lesson 1
WHO LIVES INSIDE
MY FRONT DOOR?
CORE CONCEPT:
Identifying the special people who love and care for them helps develop the children’s sense of
security and belonging.
PURPOSE:
To strengthen the children’s sense of belonging.
To consider how family members can care for each other.
TEACHER’S NOTE:
The children need to feel comfortable when discussing families, whether they come from one
or two parent families, have a parent who lives elsewhere, or any other living arrangements.
Picture books and stories should be carefully selected to ensure that they depict many different
kinds of families.
RESOURCES NEEDED:
Paper, scissors, glue, crayons
One copy of the front door outline with the margin folded back, per child (p. 83)
PROCEDURE:
Discussion
Drawing
Circle work
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DETAILED PROCEDURE:
Discussion
Talk to the children about families:
What is a family?
What is it for?
Focus the discussion on the caring role of families and the feeling of belonging.
Drawing
Ask the children to draw pictures of all the people in their family. Ask them to name each person
and say what they do in the family. Remind them to include themselves.
The children then take a copy of the door template and colour their front door. The children
write their own name or their family name on the letterbox.
The doors are mounted on sheets of sugar paper by folding back the margin and gluing this.
The children could draw and cut out small pictures of family members and stick these to the
sugar paper so that when the door is opened it reveals the people inside.
Circle work
In the circle invite the children to think about the different roles adults and children have in a
family:
How do we show we care for our family?
Who makes the decisions?
Why do you think this is so?
What decisions do the children get to make themselves? (e.g. what to wear, sometimes they
may get to choose what’s for tea).
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Lesson 2
JACK’S STORY (CO-OPERATION)
CORE CONCEPT:
Building a caring, co-operative atmosphere helps develop a sense of security.
PURPOSE:
To help the children become more thoughtful of others and to encourage turn-taking.
To allow the children explore ways in which they can help each other.
TEACHER’S NOTE:
It is important to draw attention to positive behaviour in the classroom. Often we tell children
how not to behave e.g. “Don’t shout at Emer, Paul,” and we assume that they know how we
would like them to behave.
RESOURCES NEEDED:
Crayons, markers, paper, glue, scissors, magazines
Story: Jack’s Story (p. 86)
PROCEDURE:
Story
Drawing
Circle work
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DETAILED PROCEDURE:
Story
Read Jack’s story to the children. Explore how Jack felt when the boys told him he was bossy
and selfish.
How do you think Conor felt when Jack said he had to be the bad guy?
How do you think the boys felt at the end of the story?
Ask the children about their experiences:
Who has ever been bossed about by someone when they were playing?
How did it feel?
Who ever bossed someone else? What happened?
Drawing
The children draw a picture of their friends. They then work together in small groups to find
pictures in magazines of people playing and working together. A collage is made, using the
drawings and magazine pictures. Remind the children about the class rules (developed in the
lesson: Bear Hugs, Unit One, Lesson 6):
We share
We take turns
We let everyone play
Add a new rule: We help each other (this could also be a caption for the collage).
Tell the children that you want them to try really hard to be caring friends.
How would you show that in this class children care for their friends?
Circle work
At the end of the week review how the children have got on with the new rule. Sitting in the
circle invite the children to complete either or both sentence stems:
This week I helped …
This week I was helped by …
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Jack’s story
Jack was on holiday in his grandparents’ house with his mother and his two big sisters,
Elizabeth and Sarah. Two little boys called James and Conor lived next door. They had a big
sister too. Her name was Anna.
Every morning the children played together in Granda’s garden. They played chase, catch,
football or shop. In the afternoons they went to the beach and made huge sandcastles.
One morning it was very wet and the children could not go outside. Anna came in and said that
her Mum had told her to ask if Jack, Elizabeth and Sarah could come next door to play. Off they
went. The girls went upstairs to Anna’s room. They played with her computer.
Jack played downstairs with James and Conor. They had great fun playing hide-and-seek. Then
Conor took out a big box of lego. “Let’s build a space ship,”, he said. But Jack wanted to play
Batman and Robin. “I’ll be Batman and you can be Robin, James,” he said. “Conor will be the
bad guy.”
“That’s not fair,” said Conor, “you’re always Batman.” “You be the bad guy this time.”
The boys started to shout at each other. James and Conor said they would not play with Jack
because he was too bossy and selfish. He always wanted to be the one who decided what game
they would play. So they sat down and began to build the spaceship.
After a while Jack said he was sorry. He helped the boys to finish the spaceship. Then they
played a space game. This time Jack said he would be the bad guy!
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Lesson 3
STORM (LEADERSHIP)
CORE CONCEPT:
In most everyday situations that young children encounter, adults make decisions for them.
However, when they play together different children will assume the role of leader. Learning
how to work together is important for social development.
PURPOSE:
To introduce the children to the idea of group leaders.
TEACHER’S NOTE:
Try to ensure that all children have the opportunity to experience being the leader of their
group within the class during the year. If you feel the storm activity is too difficult, replace it
with a game of O’Grady Says.
PROCEDURE:
Follow the leader
Creating a storm
Discussion
DETAILED PROCEDURE:
Follow the Leader
Play a game of Follow the Leader with the children. Explain that you are the leader and every
thing you do they must copy. This could be done in the classroom, using small movements of
arms and head, and voice exercises. If it is done in the hall or playground, the open space allows
for a whole range of movements.
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Invite different children to become the leader and decide on the movements.
Creating a storm
The children stand or sit in a circle. Explain that they are going to create a storm in the
classroom. Each person copies the actions and sounds of the person on their left and continues
making this sound until the person on their left begins a new one. They then copy the new
action or sound. You act as a leader in the activity initiating a new one when the previous
activity/sound reaches the person on your left.
Okay, let’s have a practice first. I’m going to clap my hands twice. John (sitting to your right)
will then join in. Paul (sitting on John’s right) will join in next and so on until everyone in
the circle takes up the clap.
When the children are ready, begin the story:
A gentle wind began to blow.
Blow softly. The children take up this sound in turn.
The wind got stronger and rustled the leaves on the trees.
Rub hands together. Again each child copies the action in turn.
Small drops of rain began to fall.
Click fingers, followed by the children in turn.
The rain began to pour down.
Clap hands. The children copy the action.
The wind whistled through the trees and the rain kept falling.
Whistle while continuing the clap. The children copy the action.
Lightning flashed followed by a crash of thunder.
Stamp feet. The children take up the action in turn.
The storm continued for a few minutes – wind whistling, rain tumbling down and thunder
crashing.
Whistle, clap and stamp feet. The children take up the actions in turn.
Reverse the process with the thunderstorm dying away to silence.
Check whether the children enjoyed the activity:
Did the sounds in the classroom sound like a storm?
Who was the leader?
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What did everyone else do?
Was it important to have a leader? Why?
Discussion
Talk to the children about the leaders in their lives – at home, in school, when they play
together:
Do you always follow the leader?
When you are playing who decides who will be the leader?
What happens when someone wants to play a different game from what the leader wants?
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Suggested stories, rhymes
and songs
Stories
Owl Babies
M. Waddell. O’ Brien Press, 1994.
The Three Little Pigs
Ladybird Books.
Come Back Grandma
S. Limb. Random House, 1995.
Little Monster Did It
H. Cooper. Doubleday/Corgi, 1995.
Zoo
A. Browne. Red Fox, 1994.
Willy The Wimp
A. Browne. Walker Books, 1995.
Rhymes and Songs
The House That Jack Built
This Little Puffin, 1991.
Bye Baby Bunting
P. Lamont. Lincoln, 1998.
There Was An Old Woman Who Lived In A Shoe
This Little Puffin, 1991.
A Hive For A Honey Bee
This Little Puffin, 1991.
There Was A Princess
This Little Puffin, 1991.
The Animals Went In Two By Two
This Little Puffin, 1991.
Let Everyone Clap Hands Like Me
This Little Puffin, 1991.
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UNIT FOUR
TAKING CARE OF
MY BODY
WALK TALL PROGRAMME
Unit Four
TAKING CARE OF MY BODY
The theme of safety is central to this unit. It is explored through discussion, story, song and art
work. Lesson 1 explores all the things we put on our skin which may or may not be good for
us. In Lesson 2, the children begin to appreciate the difference between safe and harmful
substances with particular regard to medicines in the home and their appropriate use. In Lesson
3 the children are given an opportunity to predict and make decisions with regard to a number
of scenarios involving potentially dangerous situations.
The lessons in this unit are as follows:
LESSON 1
THINGS I PUT ON MY BODY
LESSON 2
MISS POLLY’S SICK DOLLY
LESSON 3
WHAT WOULD YOU DO?
SUGGESTED STORIES, RHYMES AND SONGS
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Lesson 1
THINGS I PUT ON MY BODY
CORE CONCEPT:
Our bodies are sacred. From an early age children can come to show respect for their own and
others’ bodies.
PURPOSE:
To recognise common things which are put on the skin.
To explore how this feels and which things are safe and which might be harmful.
TEACHER’S NOTE:
With their limited sight vocabulary, the use of pictorial clues is essential when recording the
children’s responses. These could be the children’s own drawings or pictures from magazines.
RESOURCES NEEDED:
Large sheet of paper, markers, magazines, paste, scissors
Worksheet: Things That Go On My Body (p. 96)
PROCEDURE:
Wall story
Discussion
Worksheet
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DETAILED PROCEDURE:
Wall story
Place a large sheet of paper on the ground and ask one of the children to lie on it. Trace around
his/her body with a marker. Ask the children the question: What things do we put on our body
when we get up in the morning? Tell them that you want them to think for a few minutes and talk
together about this question. Much of the discussion may focus on clothes. Remind the
children of other things:
What did you put on your skin when you were washing?
Did any of you get jam on your face when you were eating breakfast?
Write the children’s responses around the outline of the body. Give out the magazines. Then
ask them to draw or find pictures of all the things they put on their bodies. Stick these around
the body outline. The following questions could be asked:
What other things do we put on our bodies?
What about when you are having a bath or shower?
Allow some time for the children to talk together and to find pictures in the magazines of things
we put on our bodies when we are washing. These can also be stuck around the body outline.
Continue with the following:
What about when you are playing outside? If you fall on the ground what could get on your
body? (Dirt) If you cut yourself, what might your Mum or Dad put on the cut? (Plaster/cream)
Are there any other things you can think of that we sometimes put on our skin? e.g. big girls
might wear make-up like lipstick and nail polish, men use shaving cream.
Discussion
Talk to the children about the completed wall story:
What clothes do we wear on different parts of our bodies? (e.g. socks and shoes on our feet,
hats on our heads). Why do we wear clothes? Why do we wear different clothes on wet days
and sunny days? Who decides what you will wear? Do you ever get to choose what to put on?
Lots of things go on our bodies – clothes, water and soap, shampoo, plasters, rain, dirt,
sunshine, hugs and kisses, licks from your dog, scratches from a cat and lots more. What does
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it feel like when you hug your teddy bear? Did anyone ever get stung by a nettle or have
sunburn? What did that feel like? Which things do you like? Are there things that go on your
body that you do not like?
Explore with the children things that are safe to put on our bodies and things that could hurt
us. Use the example of water. On hot sunny days it is nice to paddle in the cool water at the
seaside, but very hot water is dangerous and could burn or scald us. Are there some things that
they are not sure of? Could some things be harmful or dangerous to put on their skin? Why?
Which things are safe? Which things are they not sure about?
Emphasise that they should never put anything on their skin that they haven’t been told is safe.
Worksheet
The children should be encouraged to complete the worksheet: Things That Go On My
Body at home.
EXTENSION WORK:
During circle work the children could do a thumbs up/thumbs down exercise to indicate
whether or not they like the feel of particular things on their skin. A possible list of items could
include hot or cold water, sun lotion, perfume, fluffy towel after a bath, hug from Grandma,
sunburn, and sand on their toes at the beach. The children could also do a round and say one
thing they like to feel on their skin and one thing they don’t like.
95
Draw some things that go on your body.
Things that go on my body
WALK TALL PROGRAMME
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Lesson 2
MISS POLLY’S SICK DOLLY
CORE CONCEPT:
Children come into contact with medicine from an early age. Medicines and tablets can be a
source of curiosity for small children. It is important that they understand that these can be
dangerous and should only be taken when we are ill, if given by a trusted adult.
PURPOSE:
To explore the role of medicine in making us better when we are ill.
To learn some rules for keeping safe with medicines.
TEACHER’S NOTE:
Some children require medication during the school day, e.g. inhalers for asthmatic conditions.
It is important that schools review their policy regarding the use of medicines, safe storage of
First Aid Box, notification of parents when a child becomes ill, and other related matters. Policy
with regard to these issues should be clearly communicated to parents.
You may consider it appropriate to replace Miss Polly and the Dolly with Master/ Mr. Freddy
and the Teddy.
RESOURCES NEEDED:
Song: Miss Polly (p. 99)
Doll or teddy, toy telephone, doctor’s bag, hat
Worksheet: In Bed (p. 100)
PROCEDURE:
Song
Discussion
Keeping safe with medicine
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DETAILED PROCEDURE:
Song
Teach the song to the children. Invite two children to play the roles of Miss Polly and the doctor
and to mime the actions while the rest of the children sing the song.
Discussion
Discuss the song with the children:
What could have been wrong with the doll? (Sick tummy, ‘flu, cough.)
What would the doctor have done when he came? (Listened to her chest, looked at her
tongue, took her temperature/pulse.)
What kind of medicine could he give her? (Tablets, injection, cough syrup.)
Talk to the children about times that they have been sick:
What was wrong with you?
How did you feel?
What did Mummy/Daddy do?
How did you get better?
Keeping safe with medicine
Explain to the children that medicines can help people who are sick, but they can also be very
dangerous. The children should only take medicines when they are given to them by their
parents, someone who is looking after them, or the doctor/nurse/dentist.
The doll or teddy, doctor’s bag, hat and telephone could be left in the play area and the children
encouraged to act out the song using their own words.
HOME LINK:
Give the children the worksheet: In Bed to colour at home. They should be encouraged to sing
the song at home.
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Miss Polly
Miss Polly had a dolly
who was sick, sick, sick,
so she phoned for the doctor
To come quick, quick, quick.
The doctor came
With his bag and his hat
And he knocked on the door
With a rat-a-tat-tat
He looked at the dolly
And he shook his head
And he told Miss Polly
“Put her straight to bed.”
He wrote on a paper
For a pill, pill, pill
“I’ll be back in the morning
with my bill, bill, bill.”
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In bed
Colour the picture
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Lesson 3
WHAT WOULD YOU DO?
CORE CONCEPT:
Children in the infant classroom can begin to appreciate the difference between safe and
harmful substances. They can also learn simple Keeping Safe messages, particularly in relation
to medicines.
PURPOSE:
To help the children to recognise the potential danger of sharp objects and medicines.
To practise asking for help.
TEACHER’S NOTE:
Young children often find it difficult to admit when they have done something wrong.
However, real life stories of their own can enhance the learning. By sharing stories from your
own family, the children can be encouraged to talk about times when they did not follow the
keeping safe rules.
RESOURCES NEEDED:
Katie’s story (p. 103)
Sample situations (p. 104)
Worksheet: Keeping Safe (p. 105)
PROCEDURE:
Keeping safe messages
Story and drama
Discussion
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DETAILED PROCEDURE:
Keeping safe messages
Talk to the children about keeping safe with medicines and sharp objects. Refer back to the wall
chart made in Unit Four, Lesson 1: Things I Put On My Body. Remind the children that they
should never play with medicines or sharp objects. They should never touch sharp things nor
put anything they do not recognise on their skin.
Story and drama
Read Katie’s story and talk to the children about what happened in the story. The children could
dramatise the story.
Why do you think medicines and tablet bottles have special tops that are difficult to open?
Discussion
Read each of the stories from the sample situations. Use the following questions to guide the
discussion:
What do you think might happen next?
What would you do if you were in the story?
What keeping safe message would you give to children?
Has anything like that ever happened to you?
HOME LINKS
The children can complete the worksheet: Keeping Safe at home with their parents. This
allows for the keeping safe messages to be reinforced.
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Katie’s story
Katie and Megan were playing with their dolls. “Poor Áine is sick,” said Megan. “ I will have to
put her to bed and get the doctor.”
“I’ll be the doctor,” said Katie. She got a black bag and put a spoon, a toy thermometer and
stethoscope in the bag. Then she looked for some tablets to put in as well.
Megan told her that they were not allowed to play with medicines because they were dangerous.
But Katie kept on looking. Then she found a bottle of medicine.
She pretended to check Áine. She listened to her chest and took her temperature. Then she tried
to open the medicine but she could not get the lid off.
Just then her Mum came in. “Give me that bottle, Katie,” she said. “You know that you are not
allowed to play with medicines.” Mum was very cross. She explained to the two girls that only
people who are sick need to take medicines. Taking medicines that are not prescribed by a
doctor can be very dangerous.
Megan told Mum that one boy in her class had to take an inhaler every day. Mum explained
that he needed this to keep him healthy.
The girls promised that they would not play with medicines or tablets again and that they
would only take them if their Mums gave them medicines or tablets when they were sick.
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Sample situations
Conor and Mark were playing on
the street outside Conor’s house.
They found a doctor’s needle
(syringe) lying on the ground.
“Let’s play pretend hospital and
you are sick,” said Conor.
“I’ll be the nurse.”
Paula was running up the path and tripped over a
big stone. She scraped her knee. She went into the
bathroom and found some cream.
John’s Dad was sick. He took out the bottle of tablets from the bathroom cabinet. He took two
tablets and went downstairs. He left the bottle with the top off beside the sink. John who was
only three came in. He thought the tablets were sweets.
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Keeping safe
Draw a green circle around the safe things and
a red circle around the things that could be dangerous.
Teddy
Milk
Knife
Scissors
Tablets
T-shirt
Matches
Bottles
Book
Ball
Needle
Apple
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Suggested stories, rhymes
and songs
Stories
Alfie’s Feet
S. Hughes. Red Fox, 1997.
Mr. Magnolia
Q. Blake. Armada Books, 1981.
Little Red Riding Hood
Ladybird Series.
How Do I Put It On?
S. Watanabe. Picture Puffin, 1994.
Rhymes and Songs
Here We Go Round The Mulberry Bush
This Little Puffin, 1991.
Stop Says The Red Light
This Little Puffin,1991.
Three Little Monkeys
This Little Puffin, 1991.
My Dolly Stayed In Bed
This Little Puffin, 1991.
In My House There Is A Room
This Little Puffin, 1991.
I Had A Little Brother
M. Rose & S. Steele. Collins Picture Books, 1994.
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UNIT FIVE
FEELINGS
WALK TALL PROGRAMME
Unit Five
FEELINGS
This unit explores feelings and teaches a vocabulary for expressing them. In these lessons the
children are encouraged to share their feelings if they are comfortable in doing so. Lesson 1
focuses on recognising and naming feelings. Happy times such as birthdays are emphasised in
Lesson 2 and art work is used as a means of communicating feelings. Fear is dealt with through
story and discussion in Lesson 3 and the focus is on describing and coming to terms with this
emotion. The theme continues with the topic of isolation and loneliness in Lesson 4. Finding
constructive ways to express anger and resolve conflict are the focus of Lesson 5. The final lesson
in this unit deals with strong emotions and the importance of caring and taking turns is
promoted.
While it is not the aim of the exercises to elicit expressions of deep feelings, it is possible that a
topic may touch a child in such a way that s/he may talk about some painful experience or cry.
When dealing with this accept how the child feels and give reassurance if the child is crying –
for example indicate that it is a natural thing to cry when we feel sad. Give time for others to
express support for him/her. Making eye contact with two or three others in the group before
the focus is moved helps the child to feel okay about being seen to be sad or hurt and will make
it easier for him/her to link with friends afterwards. Sometimes a child needs further support
through one-to-one listening, support from home or referral to a health or voluntary agency
(with parental permission).
The lessons in this unit are as follows:
LESSON 1
FEELING FACES
LESSON 2
THE BIG HAPPY PICTURE
LESSON 3
THINGS THAT GO BUMP IN THE NIGHT
LESSON 4
I’M LONELY
LESSON 5
LITTLE MISS ANGRY
LESSON 6
CARING AND SHARING
SUGGESTED STORIES, RHYMES AND SONGS
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Lesson 1
FEELING FACES
CORE CONCEPT:
The ability to recognise and name feelings is an important part of children developing
self-awareness. Young children need help in extending their vocabulary to enable them to
articulate and describe their feelings.
PURPOSE:
To encourage the children to reflect on their feelings, put them into words and, where they are
happy to do so, to share them with others.
TEACHER’S NOTE:
Children will sometimes say things when using masks and puppets that they may feel too
inhibited to say otherwise. This lesson should be divided into a number of sessions to allow the
children to tell their happy/sad/angry/scared stories and to complete a mask for each.
RESOURCES NEEDED:
Set of four feeling faces (pp. 111, 112, 113, 114)
Cards with feeling words – happy, angry, sad, scared
Paper plates, paper bags and art materials for mask making
PROCEDURE
Identifying and naming feelings
Paper plate masks
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DETAILED PROCEDURE:
Identifying and naming feelings
Display the four Feeling Faces and ask the children to look carefully at them. Invite one of the
children to point out the sad face. Does everyone agree with this? How did you know this was the
sad face?
Point to the happy face and ask the children what feeling they think this face represents. Again
ask them how they can tell.
Can you guess which of the other two faces is angry?
What feeling do you think the last face shows? How could you tell?
The feeling words are then placed under the matching picture. Highlight the fact that everyone
experiences all of these feelings at some time or other.
Paper plate masks
Ask the children to think about a time when they felt really happy. They are to think about what
happened and how they felt. Using the available materials the children make a paper plate mask
to show the feeling. When they have completed their masks they sit in a circle and are invited to
share their feeling story with the others. The masks could be displayed. Each of the other feelings
dealt with in this lesson – sad, angry scared – can be explored in the same way.
EXTENSION WORK:
Talk to the children about special times when they are happy with their family e.g. birthday,
when their grandparents come to visit. What are especially happy times in school? The children
could be asked to think about all the ways they show people that they are happy e.g. smiling
faces, clap their hands, hug one of their special people.
Sing the song: If You’re Happy and You Know It …
The children could paint happy pictures to bring home with them.
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111
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112
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113
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Lesson 2
THE BIG HAPPY PICTURE
CORE CONCEPT:
When we are happy we experience a natural high. These natural highs are essential for well- being.
PURPOSE:
To explore happy times and some of the ways we show feelings of happiness.
RESOURCES NEEDED:
Letter to parents (p. 117)
Picture of birthday present (p. 118), crayons, paper
PROCEDURE:
Discussion
Drawing
People who make me happy
DETAILED PROCEDURE:
Discussion
Show the picture with the drawing of the present to the children. Invite them to brainstorm all
the words they can think of that would describe how someone getting this present might feel
– happy, excited, surprised, delighted, glad, pleased.
How would you know that someone was feeling happy?
Invite them to think about how they show happy feelings – smile, clap hands, hug someone.
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Drawing
The children then draw what they would like to find when they unwrapped the present if it was
given to them. When the children have completed their pictures allow each child time to talk
about their picture and tell what they like about the present they drew.
People who make me happy
Explain to the children that we only get presents on special occasions but that there are lots of
other times when we feel happy. Is feeling happy a nice feeling?
Ask the children to think about people who make them happy. What is it these people do to make
them happy? Invite them to think about a time when they made someone else happy:
Who was the other person?
What did they do?
How did you know that the other person was happy?
Each child should have the opportunity to tell his/her story.
HOME LINK:
Parents could be asked to talk to their child, draw a picture or give a photograph of something
that their child did that made them happy. The children could re-tell the story in school during
circle work. Alternatively, some of the parents could be invited, in turn, to visit the classroom
and tell the story of their picture to the other children.
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Date _______________
Dear Parent/Guardian,
This week in class we will be talking about feeling happy. The children will be finding out about
who and what makes them happy. It is also important that they understand that their actions
affect other people and that they can help make other people happy. This will help develop a
caring attitude in the children for those they live with. I would like you to talk to
____________________ about something s/he did that made you happy. If possible, draw a
picture or find a photograph that s/he can bring to class that reminds you of that time.
Thank you for your help.
_______________________
Class Teacher
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Lesson 3
THINGS THAT GO BUMP
IN THE NIGHT
CORE CONCEPT:
Children need adults who will listen to their fears and provide a space to talk through anxieties.
PURPOSE:
To help the children to appreciate that fear is a feeling that everyone experiences.
To teach the children ways to talk about their fears and begin to come to terms with them.
TEACHER’S NOTE:
Sharing some of your own childhood memories of things that scared you will help the children
confide their fears to the group. Select either the picture of the cave or Gráinne’s story.
RESOURCES NEEDED:
Feeling Faces (pp. 111, 112, 113, 114)
Picture of Cave (p. 122) or Gráinne’s story (p. 123), as appropriate
PROCEDURE:
Picture or story
Feeling faces
Drawing
Circle work
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DETAILED PROCEDURE:
Picture or story
Sit in a circle and begin by asking the children how they are today. Explain that in this lesson
they will be talking about a feeling that everybody knows.
Alternative 1: Picture of the cave
Show them the picture of the cave and ask them to look at it without talking. Ask them to
imagine that they are out walking with their dog, Spot. Spot runs off into the cave. They wait
for a few minutes, but Spot doesn’t come back. Then they hear him barking and yelping. They
peep into the cave. How do they feel? Allow some time for the children to talk about the
situation.
Alternative 2 : Gráinne’s story
Read Gráinne’s story.
Ask the children to pick out the face from the Feeling Faces which best matches the way most
of them felt about going into the cave, or how Gráinne felt when she saw the spider.
The picture and the face could be mounted on the board. Invite the children to think of all the
words they can use to describe the feeling – scared, worried, afraid, terrified, frightened. Does
anyone know the name for this feeling? – fear. Where in their body do they feel fear? Can they
describe how that part of their body feels – wobbly knees, heart thumping, tummy sick? Talk
with the children about things that scare them.
Drawing
The children then draw some pictures of things that make them afraid. As they are drawing
move around the room and act as scribe to help the children write a simple phrase or sentence
to describe their picture.
Circle work
When the pictures are completed invite the children to share their fears with the others by
showing and talking about their drawings. Begin with some memory from your own childhood
and talk to the children about how you felt.
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Explore fears that groups of children have in common, e.g. dogs, monsters, a bully, robbers,
spiders, the dark.
Which things are real and could hurt us?
Which things are pretend or imaginary?
It is important that children realise that fear is something experienced by everyone. Talk to
them about some of the situations that frighten them and ask them to think of different things
they could do. Short scenarios can be helpful when working with small children.
You wake up in the middle of the night. All the lights are out and it is really dark. There is a
strange noise outside the door. What would you do?
or
A bully is always picking on you in the playground. She laughs at you and often takes your bar
or sweets at break time. What would you do?
Allow time to talk about these or other scenarios.
Encourage the children to talk to one of their safe people if something frightens or upsets them.
Invite them to name their safe people. Remind them that when they are in school they can
come to you or another teacher that they know and like, if they are worried or frightened.
EXTENSION WORK:
The story: The Bear Under the Stairs by Helen Cooper could be read to the children. In the
story the little boy imagines that he sees a bear under the stairs. As the story progresses his fear
grows until it is finally resolved when his mother helps him confront his fear. The follow-up
discussion could focus on imaginary fears that the children might have and how the children
could overcome these.
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Gráinne’s story
It had been raining all morning and Gráinne wasn’t allowed to go outside to play. “I’m bored,” she
said to her Mum. “Well, why don’t you play with your toys?” asked Mum. “It’s no fun playing on
my own,” said Gráinne. “I wish Siobhán could come over.” “It’s much too wet,” said Mum. “Why
don’t you make something with your play-dough? It’s in the cupboard under the stairs.”
Gráinne thought this was a good idea. She opened the cupboard. It was full of coats, shoes,
boxes of books and bags of other things. Gráinne reached into one of the boxes and a big, black
spider raced across her hand. She screamed. Her Mum came running out of the kitchen to see
what was the matter.
Gráinne told her about the spider. She got such a fright that she wanted to cry. Her heart was
beating very fast. Gráinne’s Mum gave her a big hug and told her that the spider could not harm
her. In fact she had probably really frightened the spider as well.
Then Mum found the play-dough and they sat at the table making lots of different things.
Gráinne made a big spider and Mum pretended to be scared as Gráinne chased her around the
room with it.
“I don’t really like creepy crawlies,” said Mum, “but they really can’t harm you. And remember
Gráinne, if something frightens you, you must tell me or one of the grown-ups that you trust
all about it.” Gráinne isn’t so scared of spiders anymore but when she is looking for something
under the stairs, she shakes the bags and boxes before she puts in her hand.
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Lesson 4
I’M LONELY
CORE CONCEPT:
Children often experience feelings of isolation and loneliness as a result of quarrels.
Encouraging the children to become more thoughtful and to appreciate the needs of others
helps build a caring atmosphere.
PURPOSE:
To discuss feelings of loneliness and exclusion and explore situations where a child may be left
out.
To help the children to appreciate the needs of others.
TEACHER’S NOTE:
In class and playground situations the children should be encouraged to show that they care for
each other by not excluding anyone who wants to participate.
RESOURCES NEEDED:
Crayons, markers, paints, poster paper, glue, scissors
Story: I’m Lonely (pp. 127,128)
PROCEDURE:
Story
Discussion
Mural
Circle work
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DETAILED PROCEDURE:
Story
Read the story to the children. Ask them to think about and identify how the little puppy felt
in the story – sad, left out, unhappy, lonely, scared . Explore with the children why Suzie felt
the way she did i.e. she missed playing with her brothers, she was scared without her mother,
the hen would not let her play with the chickens, the sheepdog scolded her.
Discussion
Ask the children to think about times when they have felt left out of games, or have experienced
loneliness, (when they have had to stay in hospital or perhaps if their parents had to leave them
in someone else’s care).
The children should be encouraged to suggest ways that they could make sure that people in
their class would not feel lonely. These could be written on banners.
Mural
Each child draws or paints a picture of him/herself. These are then cut out and mounted on
a large sheet of paper to make a mural entitled: Our Class. The banners could be placed
around this.
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Circle work
Tell the children that you want them to watch out for and remember times when they saw
others caring and making sure everyone joined in. During circle work invite the children to talk
about what they saw.
How does it feel when we all work or play together?
EXTENSION WORK:
Traditional schoolyard games such as Ring a ring a rosy encourage inclusion. These could be
played with the children.
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I’m lonely
Suzie was a little black and white puppy. She had two brothers and they lived with their mother
in a shed in Jenny’s garden. But when Suzie was eight weeks old, Jenny’s Dad decided that it
was time new homes were found for the puppies. Jenny loved the puppies but not as much as
she loved their mother, Lassie. She knew that she could not keep four dogs so she asked in
school if anyone would like a puppy.
Thomas who lived on a farm wanted a pup. A few days later he called to Jenny’s house with his
Mum. Suzie was put in a box and they drove to the farm. Suzie felt a bit scared because it was
very dark in the box.
When they got to the farm Thomas gave her some food. Then he played with her on the
kitchen floor. He rolled a little plastic ball across the floor and the little puppy chased it. “Time
to do your homework, Thomas,” said his Mum. “Put the puppy out in the barn.”
Thomas carried the little puppy outside. He prepared a nice soft bed of straw with an old blanket
over it for Suzie. Thomas put the puppy in the bed. Then he went out and closed the barn door.
Suzie began to feel very lonely. She missed playing with her brothers and she wished that her
mother Tibbles was there so that she could snuggle in beside her and keep warm. The little
puppy barked loudly but no one came to see what was wrong.
Next morning the farmer opened the barn door. Suzie ran out to the farmyard. Mother duck
was taking her ducklings to the pond for their morning swim. The little ducks quacked at the
puppy so she followed them in the line. But when they went splashing into the water she
jumped back. She didn’t want to get wet. The ducklings had great fun splashing and chasing
each other but Suzie couldn’t join in.
She wandered back to the farmyard. The hens and chickens were scraping in the dust. Suzie
chased the chickens. She wanted to play hide-and-seek with them. Instead the mother hen
shooed the little puppy away. “Naughty puppy,” she chucked, “leave my chicks alone.”
Suzie scampered away. Ben, the black and white sheep dog, was lying sleeping in the sun. His
tail wagged back and forth. Suzie tried to catch it. The old dog woke up and growled loudly at
the puppy. She jumped back in fright.
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The little puppy scurried back to the barn and sat in the bed whining. “I’m so lonely,” she cried.
“I want my mother. I want my brothers. I’ve no-one to play with.”
Thomas’ Mum heard the puppy. She said to his Dad, “that little puppy misses her family. We’ll
have to do something about it.”
That evening when Thomas came home from school he had a big, brown box with him. He
called Suzie into the kitchen. “Here puppy,” he said. “Look what I’ve got.”
He opened the box and out jumped a little black puppy called Jess. Thomas played with the
puppies in the farmyard and that night they both snuggled up together in the little bed of hay
in the barn.
Suzie wasn’t lonely anymore.
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Lesson 5
LITTLE MISS ANGRY
CORE CONCEPT:
Anger is a very powerful emotion and can sometimes be expressed in a destructive way. It is
important to find constructive ways to express it.
PURPOSE:
To explore ways of dealing with anger.
TEACHER’S NOTE:
The skills needed to express anger in a positive way are developed gradually. If children lose
their temper and hurt someone else, either physically or emotionally, it is important that they
learn to apologise.
RESOURCES NEEDED:
Crayons, paper
Story: Little Miss Angry (p. 131)
PROCEDURE:
Story
Discussion
Scribbles
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DETAILED PROCEDURE:
Story
Read the story to the children. Ask them to think about how the different characters in the story
felt – Aisling, Rachel, Ronan and Aisling’s Mum.
Discussion
Talk to the children about what makes them angry:
What words would you use to describe how you feel? (Suggestions might include mad,
cross, raging …)
Where in your bodies do you feel the anger? Does anyone’s face go red like Aisling’s?
What do you do with your hands, feet?
What else might you do?
Scribbles
Give each child a sheet of paper and ask them to think about a time they felt angry. Ask them
to choose a crayon and then scribble out their anger on the paper.
How do you feel after scribbling on the paper?
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Little Miss Angry
The children were playing in the park. They were all taking their turn to climb up the ladder
and come down the big slide. Ronan and his little sister Aisling came into the playground. She
ran over to the slide. “Me next,” she shouted and pushed into the line. “It’s not your turn,” said
Rachel, “you have to go to the back of the line.”
Aisling got very cross and she pushed Rachel. Her big brother saw what happened and he came
over and gave out to Aisling. “You’re not to push other children. If you want to play on the slide
you have to wait your turn like everyone else. Now tell Rachel you’re sorry.”
But Aisling just got really mad. Her face went very red and she stamped her feet. “It’s not fair,”
she yelled, “they’ve all had a go.” “Okay,” said Ronan, “if you won’t say you’re sorry we’ll go
home.”
Aisling started to cry. She tried to hit Ronan but he was too big for her. When they arrived home
Aisling was in a huff. Ronan told their mother what happened.
Mum came into the sitting room to talk to Aisling. She asked her why she had got so angry in
the park. Aisling said she thought it wasn’t fair that Rachel wouldn’t let her on the slide. Her
Mum explained that the other children were there first and if Aisling had waited her turn she
could have had lots of fun playing with the other children. Mum said that everyone gets angry
or cross sometime but she told Aisling that pushing, hitting or shouting at people when we are
angry is not a good way to deal with it. Sometimes when we are really mad we need to do
something to help us feel better, but we should never do anything to hurt anyone else.
Mum showed Aisling how she could scribble hard with a
crayon on a piece of paper and get the anger out that
way. She told Aisling that she should talk to one of her
safe people if she thought something wasn’t fair or if she
was feeling angry.
Aisling promised that the next time she was angry or cross she would try not to hurt anyone.
When she saw Rachel later on she said sorry for pushing her.
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Lesson 6
CARING AND SHARING
CORE CONCEPT:
Coping with strong emotions and learning to express these in a healthy way is difficult for
young children.
PURPOSE:
To help children recognise the importance of caring and taking turns.
To consider ways of resolving differences.
TEACHER’S NOTE:
When the children quarrel, time could be given for them to say sorry and resolve their
differences.
RESOURCES NEEDED:
Story: I Want My Own Way (p. 134)
PROCEDURE:
Story
Drama
Discussion
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DETAILED PROCEDURE:
Story
Read the story: I Want My Own Way to the children. Ask them:
Why did the children fall out?
How did John/Eithne/the other children feel at the end of the story?
Drama
Ask the children to think about what might happen next. If the children were all to be friends again
what would need to happen?
The children could then dramatise the story with a new ending.
Discussion
Talk to the children about why it is not possible for them to have their own way all the time.
Ask them what they might do in future when they feel angry.
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I want my own way
It was the summer and the children were off school. Paula, John, Eithne, Declan, Orla and Katie
played together every day.
One morning John waited in his garden for the others to arrive. They were going to play
rounders. Eithne had got a real rounders bat for her birthday. When the others arrived Eithne
said she would bat first. John got cross and stamped his foot. “We’re in my garden,” he whinged,
“I’m going first.” So the other children agreed and they started the game.
John missed the first ball that Paula threw. He missed the second one too. When he hit the third
ball Orla caught it. “You’re out,” said Declan, “good catch Orla.” John yelled that they were all
cheats. He said that if he didn’t get another chance he wouldn’t play.
“That’s okay,” said Eithne. “If you don’t want to play we’ll go to my garden and play there.”
John got really mad. He hit Eithne and made her cry. The other children told John they
wouldn’t play in his garden again. “I don’t care”, said John, “you’re all cheating.”
But the other children just ignored him. They went next door to Eithne’s garden. John could
hear them clapping and cheering. They were all having a great time because they waited their
turn and played fair. After a while, John decided to go next door to see if he could join in.
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Suggested stories, rhymes
and songs
Stories
The Teddy Bear Robber
I. Beck. Picture Corgi, 1997.
The Shopping Basket
R. Burningham. Red Fox, 1992.
A Dark Dark Tale
R. Brown. Red Fox, 1992.
Little Lumpty
M. Imai. Walker Books, 1994.
Mr. Happy
R. Hargreaves. World International, 1991.
Mr. Sad.
R. Hargreaves. World International, 1991.
Rhymes and Songs
Georgy Porgie
Little Miss Muffet
Little Bo-Peep
I’m a Brave Brave Mouse
This Little Puffin, 1991.
Five Little Candles
This Little Puffin, 1991.
Candles on the Cake
This Little Puffin, 1991.
If You’re happy and You Know It
This Little Puffin, 1991.
Little Piggy Wig
This Little Puffin, 1991.
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136
UNIT SIX
LOOKING BACK,
LOOKING FORWARD
WALK TALL PROGRAMME
Lesson 1
CELEBRATION
CORE CONCEPT:
Celebrating learning and development enhances self-esteem.
PURPOSE:
To promote self-discovery and awareness.
To draw together the various strands of the Programme.
TEACHER’S NOTE:
This lesson will be taught over a number of days. It may be advisable to hold the party in the
general purpose room or hall, if space in the classroom is limited.
RESOURCES NEEDED:
A4 card, markers, crayons, poster paper cut into strips for banners
Cake with five candles
Invitation cards (p. 142)
Certificates (p. 143)
PROCEDURE:
Invitation cards
Circle work and banners
Party
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DETAILED PROCEDURE:
Invitation cards
Explain to the children that they will be having a party to celebrate the end of their year in
Junior Infants. Tell them that they will be inviting their parents to the party. Distribute the
invitation cards and allow the children to decorate them any way they choose. Remind them
when they are going home to give the card to their parents.
Ask the children if they can think of other people who helped them in the past year that they
would like to invite to the party e.g. principal, caretaker, lollipop lady, bus driver. Cards could
be made for these people also.
Circle work and banners
During a series of circle work sessions, revisit each of the units in the Programme. The children
are invited to comment on the units. A banner is made for each unit and these are decorated
by groups of children. A group of children is assigned to each unit. They are helped to make up
a sentence. This is written on a card for them to read at the party.
Party
On the day of the party arrange the children’s chairs in a circle and the adults’ chairs behind
these. The cake is placed on a small table in the centre. Start by welcoming the guests. Outline
the purpose of the party – celebrating the end of the children’s year in Junior Infants, their
achievements and work. This is also an opportunity to thank parents for their co-operation and
to thank other special people who have helped the children.
Explain the Walk Tall Programme to the adults. Highlight the fact that the work done over
the past year is a foundation for the next stage in Senior Infants, and that the children will
continue to follow the Programme throughout the years in primary school.
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A child then holds up the banner for Unit One: Me and Others.
The circle work starts with the children saying their names and one thing that is special about
them. When the round has been completed, the first candle is lit on the cake.
The second banner is then displayed.
Explain that this theme encourages the children to appreciate their senses as gifts. Besides
helping us explore and learn about our world, our senses also help keep us safe. As a group, the
children identify the five senses and the body parts associated with each.
I see with my eyes.
I smell with my nose.
I hear with my ears.
I taste with my tongue.
I touch with my hands
The second candle is then lit.
The third banner highlights the importance of the children’s special network of people. The
children talk about how other people help to keep them safe and care for them. The banner is
displayed.
The next candle is lit.
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The banner for the fourth unit focuses on keeping safe with medicines. The children read out
their keeping safe messages.
The fourth candle is lit.
The focus of the final theme is feelings. The children talk about things that make them happy,
sad, angry, scared.
When the fifth candle is lit, the children sing together:
We are special people … (to the tune For He’s a Jolly Good Fellow)
The candles are then blown out and the cake is cut.
The certificates are presented to the children.
The children sit with their parents and share the party food. They could show the displays of
their work and explain these to their parents.
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OUR SCHOOL
Junior
Infants
WALK TALL PROGRAMME
This certificate is presented to
__________________________________________________________
who has completed the Walk Tall Programme
__________________________________________________________
Teacher
Date: ________________________________
WALK TALL PROGRAMME
RESOURCES LIST
An Experience Centered Curriculum,
Walsh, D: Educational Studies Document No. 17 UNESCO Paris, 1974
Blood Guts: A Working Guide to Your Inside.
Alison, L. : Little Brown & Co, Paris 1976.
Creative Movement and Dance in Groupwork. Payne, H.: Winslow, 1995.
Creative Drama in Groupwork. Jennings S.: Winslow, 1993
Developing Facilitation Skills. Prendiville, P.: Combat Poverty Agency, 1995.
Emotional Intelligence. Goleman, D.: Harper Collins,1995.
Enhancing Self-esteem. I.N.T.O. Publication, 1995.
Enhancing Self-esteem in the Classroom. Lawrence, D.: PCP Education Series, 1987.
Essential Teaching Skills. Kyriacou, C.: Stanley Thornes (Publishers) Ltd., 1991.
Frames of Mind: The Theory of Multiple Intelligences.
Gardner, H.: London: Fontana 1993.
Games, Games, Games: A Co-operative Games Book. The Woodcraft Folk, 1989.
Health Guides: Drugs. Naik, A.: London: Hodder Children’s Books, 1997.
Learning Together. Fountain, S.: Stanley Thornes, 1990.
Let’s Play Together. Masheder, M.: London: Green Print 1989.
Positive Discipline in the Classroom.
Nelson, J., Lish, L., and Glenn, H: Prima Publishing 1997.
Quick Guides: Drug Education for Children 4 – 11: Daniels Publications, 1995.
Quality Circle Time. Mosley, J.: L.D.A., 1996.
Self-esteem, the Key to Your Child’s Education. Humphries, T.: Cork, 1993.
Turn Your School Around. Mosley, J.: L.D.A., 1993.
Winners All: Co-operative Games for All Ages. Pax Christi, 1980.
Your Child’s Self-esteem – Step by Step Guidelines for Raising Responsible,
Productive, Happy Children. Corkille-Briggs, D.: Doubleday, 1995.
Your Choice – A Personal Skills Course.
McConnon, S.: Interpersonal Communication, 1990.
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CLASSROOM PROGRAMMES
Bí Folláin: Programme of Social and Health Education.
Mid-western Health Board, 1992.
Building Self-esteem in the Elementary Classroom.
Reasoner, R.: Consulting Psychologists Press Inc., 1992
Education for Love. St. Mary’s College, Centre for Research and Curriculum Development.
Esteem Builders. Borba, M.: Jalmer Press, 1989.
Health For Life, 1 and 2.
The Health Education Authority’s Primary School Project: Nelson 1989
100 Ways to Enhance Self-concept in the Classroom.
Cranfield, J.: Longwood Professional Books, 1994.
Primary School Health Education Programme. North Western Health Board. 1992
Resource Materials for Relationships and Sexuality Education. 1998.
Self-Actualisation in the Classroom. O’Donnchadha, R.: E.T.C. Consult, 1996.
Self-esteem Sets A and B. White, M.: Daniels, 1992.
Skills for Primary School Children (Lesson Cards). Tacade.
The Primary School Drugs Pack. Healthwise Helpline Ltd., 1995.
The Stay Safe Programme:
Personal Safety Skills for Primary Schools. Child Abuse Prevention Programme, 1997.
Windows on the World. Columban Fathers and Sisters, 1992.
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