Year 34 A3A Values Medium term planner Respect Growing and Changing
Year 3/4 Key Skills to be covered, taken from Lancashire Key Learning Document – pitching at the correct year group and differentiation within plan for different groups
Be specific in the key skills, and make them more understandable for children. Consider what it is YOU feel the children should learn as well as the National Curriculum:
Understanding Self and Others:
•
We will recognise our own likes/dislikes, personal traits and preferences and those of others
Working with Others:
•
We will show that we can work successfully in pairs or in a small group
Speaking and Listening:
•
We will develop the ability to speak confidently in front of others as well as listen carefully to others
Negotiation:
•
We will be able to come to a consensus when working in a small group
Compassion and Empathy:
•
We will demonstrate compassion, empathy and tolerance
Body Language:
•
We will recognise simple body language as well as verbal and non-verbal communication and what it tells us
Assertiveness:
•
We will begin to develop our own assertiveness and the ability to say ‘No’ and mean it
•
We will understand that it is okay to make mistakes and know where to go to for further help when we need it
Making Choices:
•
We will understand that we all have choices and that we must consider things in order to make an informed choice
Risk Taking:
•
We will understand that accidents happen and we do not always need to blame someone for them
•
We will understand that risk taking can be a good thing if we want to try something new
Influences:
•
We will realise the influences in our lives and understand that we can always get help when we need it to deal with negative influences
Making Decisions:
•
We will show that we can make simple decisions and give reasons for them
Possible Cross-curricular links, especially opportunities for English, Mathematics and Computing within teaching:
English links
•
Writing activities- acrostic poem homework activity, explanation writing in session 4. Link session ideas to genres begin covered in English units as appropriate.
Mathematics links
Computing links
Other links
Possible Experiences including visits/visitors/other:
Consider what could augment your planning to really enthuse the children in your class:
•
Link session ideas back to things the children have done in previous terms- Autism Awareness to celebrate differences, British Values Day to look at tolerance and respect etc.
Display/Resources ideas:
Consider what resources could be brought into the classroom and what display work could be completed either before/during or after topic is taught:
•
PSHE display can be done as working wall with pieces of work, notes and posters being added weekly.
Year 34 A3A Values Medium term planner Respect Growing and Changing
Session
1
Key Objective from skills
listed above
(What is it that you want
the children to learn?)
Compassion and Empathy:
•
We will demonstrate
compassion, empathy
and tolerance
Body Language:
•
We will recognise simple
body language as well as
verbal and non-verbal
communication and
what it tells us
Speaking and Listening:
•
We will develop the
ability to speak
confidently in front of
others as well as listen
carefully to others
2
Body Language:
•
We will recognise
simple body language as
well as verbal and nonverbal communication
and what it tells us
Possible Activities including use of Computing and other
technologies, and showing at least 3 differentiations
Growing up and changing – link to behaviour and maturity. Knowing how to
behave respectfully towards others is part of growing up.
What does ‘respect’ mean? What sort of things can we show respect to?
Places
Things/possessions
People
Posters should be colourful and
illustrated. These can be used for
display or stuck into books.
Photographic evidence of children
participating in group discussion and
brainstorming ideas.
Possible extension into
homework if appropriate to
enhance and deepen
learning
(Respect) 29/04/16
We are respectful to
others.
Write an acrostic poem about
RESPECT.
Why is it important to show respect?
Discuss/brainstorm in small/table groups- What sort of behaviours would be
disrespectful to places/things/people? Can you think of a time you saw
someone being disrespectful – what did they do?
How can we show respect to places/possessions/people? Is it just words or can
our actions show respect? Feedback to class.
HA- Extend by thinking of ways to remedy disrespectful behaviour in certain
situations.
MA/LA- Create a poster explaining how to show respect to other people.
Refer back to assembly.
What are good manners? Why/When should we say please and thank-you?
Completed vouchers and brainstorms
can be done in books or stuck in.
Role play scenarios to demonstrate difference between using good manners
and being rude and impolite. Which approach will have the best results?
Photographic evidence of children
working in pairs or small groups.
Paired or group discussions. Who do you say please and thank you to most?
Who are you grateful to and why? Who can you turn to when you need to ask
for help?
Influences:
•
We will realise the influences
in our lives and understand
that we can always get help
when we need it to deal with
negative influences
Outcomes/Evidence of what
they have learnt
(Where will this be found? Will
it be in a book? Topic book?
Display? Photographic
evidence?
Small versus big things to say please and thank you for. TP’s and feedback to
class.
Can you ever say please or thank you to someone without actually saying the
words? How? Can people communicate without saying anything?
06/05/16
We say Please and
Thank you
Using your ideas from the session,
try and show someone ‘Thank you’
for something they have done for
you.
Year 34 A3A Values Medium term planner Respect Growing and Changing
Working with Others:
•
We will show that we can
work successfully in pairs or
in a small group
Saying thank you is easy but showing someone you are grateful for their help
takes more thought.
How could you show someone ‘Thank you’?
HA/MA- Make a voucher for a nice treat to thank someone for something they
have helped you with.
LA- Make a brainstorm of things you should say please/thank you for.
3
Speaking and Listening:
•
We will develop the ability
to speak confidently in front
of others as well as listen
carefully to others
Working with Others:
•
We will show that we can
work successfully in pairs or
in a small group
Negotiation:
•
We will be able to come to a
consensus when working in a
small group
Recap on how to work effectively in a small group.
Speaking and listening respectfully to others. What makes a good listener?
What should you NOT do? – Discuss body language and role play listening skills
to demonstrate.
Photographic or video evidence of
children working as a group to role
play and discuss their ideas.
When do we need to be good listeners? Listening at school/ home to
instructions and also listening to someone when they are confiding in you. Both
important- why?
Circle time activities could include
'My friend went to the shop and
bought …..' (To develop good
listening and memory).
How to be a good listener is someone is talking about something difficult.
Children discuss changes that they have found painful or difficult. How could
you support someone who is finding a change difficult? How the person might
be feeling and why.
Make a class “Problem Box” where
you may put any problems they
would like help/advice from the
class with. These can be shared
anonymously and the class listen
and offer advice.
What would be the wrong thing to do? Why?
HA/MA- Teacher to give groups different scenarios. A friend needs to talk to
you about a difficult change- What should you do? How can you be a good
listener? What advice could you give? Children to work in small groups to
discuss/role play the scenario and feedback the class.
Could include: Starting a new school, Moving to a new area, Going into a new
class, Getting a new brother or sister etc.
Differentiate by scenario.
LA- Draw a picture and annotate. How to be a good listener.
4
Assertiveness:
•
We will begin to develop our
own assertiveness and the
ability to say ‘No’ and mean
it
•
We will understand that it is
okay to make mistakes and
know where to go to for
further help when we need it
Moral dilemmas.
Explain we will be thinking about times when we are faced with a tricky
decision. We might be tempted to do something we know is wrong. How
should we deal with these situations? Give children examples where it is
obvious which is the ‘right’ choice to make, eg Copying work, stealing etc.
Sometimes it can be harder to know what to do in a situation. Use stories that
explore moral dilemmas. (Resources)
Are there people you would ask for help in a difficult situation? Would you
13/05/16
We are always ready
to listen.
HA will have writing in their books. MA
can also write their responses if
appropriate.
Teacher assessment of discussion
between LA children and of other
groups when feeding back to rest of
class.
20/05/16
We appreciate the
help of others.
Try and make up your own moral
dilemma. Write it in your topic
book.
Year 34 A3A Values Medium term planner Respect Growing and Changing
Making Choices:
•
We will understand that we
all have choices and that we
must consider things in order
to make an informed choice
Making Decisions:
•
We will show that we can
make simple decisions and
give reasons for them
5
Compassion and Empathy:
•
We will demonstrate
compassion, empathy and
tolerance
Body Language:
•
We will recognise simple
body language as well as
verbal and non-verbal
communication and what it
tells us
always ask the same person? Or would you choose someone different
depending on the situation? Mum? Teacher? Friend? All help us but some
people might help better in certain situations.
Talk about feelings associated with disappointments and making mistakes.
What do we learn from such experiences? What does the phrase 'It's OK to
make mistakes' mean? Focus on the positive learning from making mistakes
and how we can use this when we meet similar situations in the future.
HA- Give children a moral dilemma to read. Discuss what they would do in this
situation and why. Write it in book.
MA- Give children a moral dilemma to read. Explain what you would do in this
situation and why. Write in books if time.
LA- Adult support. Read a moral dilemma to the children. Children to discuss
and explain verbally what they would do in this situation and why.
Children feedback to class.
Link back to respect.
Identify personal qualities/attributes that will provide good foundations for the
future and adulthood, e.g. being caring, understanding others and their
feelings.
Recap on moral dilemmas from last session.
HA/MA- Use brainstorms, post- it notes, jotting and pictures for evidence of
group discussion.
LA- Adult support to work together and discuss ideas as a group.
What is meant by a moral code? If a person is ‘true to themselves’ what does
this mean? How might our moral code impact on the way we lead our lives?
Do all people choose to live their lives in the same way? How are people
different? Discuss relationships, religion etc.
How should we treat people who have different views to us? What does
tolerance mean to you?
How can you show tolerance to people who have different views/ live their
lives in different way to you?
Link back to British Values day, Autism awareness, religion etc and ways that
Children’s brainstorms, post-its etc can
be used on display in classroom or
stuck into books for evidence.
27/05/16
We show tolerance
towards the views of
others.
Year 34 A3A Values Medium term planner Respect Growing and Changing
we celebrate the differences between people. We should try and respect the
views of others, as long as people are not breaking the law. Can you think of
any examples where people do not show tolerance towards others?
6
Risk taking Risk Taking:
•
We will understand that risk
taking can be a good thing if
we want to try something
new
•
We will understand that
accidents happen and we do
not always need to blame
someone for them
What is a ‘risk’? What does it mean?
Show slideshow about risks and dangers. Children to discuss.
When is a risk to be avoided? Look at example scenario on last slide and discuss
assertive responses to situations.
When is a risk worth taking? E.g. A challenge? When is it good to take and risk
and try something new? Discuss situations that involve healthy risk taking. E.g.
A one year old taking first steps across a room/ a child taking stabilisers off a
bike for the first time/ swimming without armbands for the first time/ adults
applying for a new job
Talk about trying different tastes of food. How can we say we ‘don’t like’
something if we have never tried it?
Talk about other activities and the use of phrases like ‘I Can’t’ when sometimes
it means ‘I won’t try’ - What skills do we need to be able to say ‘I Can’?
HA/MA/LA- In circle time, discuss when it is appropriate to take a risk and when
to say no and seek help – what would you do if… you were at a friend’s house
and someone tried to persuade you to watch something on TV that was
unsuitable o someone offered you a lift home from a friend’s birthday party
All groups- Create poster about good risks and bad risks.
7
8
9
10
Posters detailing good risks and bad
risks can be used on display or in
books as evidence.
Try and take as many ‘good risks’
as you can this week. Keep a
record to share with the class at
the end of the week.
Also record any bad risks that you
have been faced with and explain
how you avoided them.