• Use the Three pictures resource sheets to discuss the idea of feeling guilty and why. • fault • Thought shower: does guilt have a purpose? • I can tell when • guilty Could it alert us to the fact that there is a problem something is my • we may need to solve? fault and when To understand what responsibility • Pairs work: sort out scenarios on Taking • SEAL Relationships, something is not 2 taking responsibility • shame responsibility resource sheet into two piles – one Blue booklet, p6-9, • I can make means • ashamed where you would expect the person to feel guilty p12-15, p19 amends if I have • regret and one where the person is not responsible and done something • remorse therefore should not feel guilty wrong • amends • Group work: look at pictures 2 and 3 again from the Three pictures resource sheet. How can the characters make amends? Role play solutions. • I can take • Listen to the interactive story of Jack’s choice. responsibility for Introduce the notion of ‘conscience’. In groups, • what I choose to give a name to your conscience. • SEAL Relationships, conscience To know how to make do • Conscience alley drama work: half the class Blue booklet, p9-10 3 • choice wise choices • I know when I have to try and persuade a child to make an • SEAL whole school • right will feel guilty and unwise choice (e.g. staying up to watch TV late at resources • wrong use this when I night) while the other half try to persuade them to make a choice do the right thing. • Extension activity: read the story of Pinocchio • Read the story Lynford from the resource sheets. • loss NB. Check children have experience of pets and • illness • I know how know what they are. • death most people feel • Pairs work: discuss the story in general. Ask the • SEAL Relationships, • sad To appreciate the when they lose children how the child in the story might have felt. Blue booklet, p20-21 4 • upset feeling of loss something or Use the Emotional barometer if appropriate. • SEAL whole school • funeral someone they Explore what they know about death by asking resources • proud love facilitative questions (e.g. on p21). • goodbye • Group work: Lyford challenge – making a special • remember send-off for Lynford. 5 To recognise some ways
2 To understand what taking responsibility means • I can tell when something is my fault and when something is not • I can make amends if I have done something wrong • fault • guilty • responsibility • shame • ashamed • regret • remorse • amends • Use the Three pictures resource sheets to discuss the idea of feeling guilty and why. • Thought shower: does guilt have a purpose? Could it alert us to the fact that there is a problem we may need to solve? • Pairs work: sort out scenarios on Taking responsibility resource sheet into two piles – one where you would expect the person to feel guilty and one where the person is not responsible and therefore should not feel guilty • Group work: look at pictures 2 and 3 again from the Three pictures resource sheet. How can the characters make amends? Role play solutions. • SEAL Relationships, Blue booklet, p6-9, p12-15, p19 3 To know how to make wise choices • I can take responsibility for what I choose to do • I know when I will feel guilty and use this when I make a choice • conscience • choice • right • wrong • Listen to the interactive story of Jack’s choice. Introduce the notion of ‘conscience’. In groups, give a name to your conscience. • Conscience alley drama work: half the class have to try and persuade a child to make an unwise choice (e.g. staying up to watch TV late at night) while the other half try to persuade them to do the right thing. • Extension activity: read the story of Pinocchio • SEAL Relationships, Blue booklet, p9-10 • SEAL whole school resources 4 To appreciate the feeling of loss • I know how most people feel when they lose something or someone they love • loss • illness • death • sad • upset • funeral • proud • goodbye • remember • Read the story Lynford from the resource sheets. NB. Check children have experience of pets and know what they are. • Pairs work: discuss the story in general. Ask the children how the child in the story might have felt. Use the Emotional barometer if appropriate. Explore what they know about death by asking facilitative questions (e.g. on p21). • Group work: Lyford challenge – making a special send-off for Lynford. • SEAL Relationships, Blue booklet, p20-21 • SEAL whole school resources 5 To recognise some ways