are all connected • I can connection wool around the circle or class to show how • SEAL Getting on and falling appreciate the • tolerance we are all interconnected and to illustrate out, Yellow booklet p6 need for • respect similarities and differences. • Survey use of online tolerance and • helping • Create a class collage called ‘the human communication tools using respect for • together race’ to illustrate and celebrate the richness of tools in learning platform / people’s • diversity. Use pictures and images from environment differences magazines and newspapers – faces, foods, buildings. • Consider • Invite representatives in from different local how we restaurants to talk about the food (and other connect via customs) of their country of origin the Internet & phones etc. • Group work: cooperation jigsaws. Make up • group five sets of puzzles for five groups. Aim is to • SEAL Getting on and falling • I can take on • complete puzzles as quickly as possible, in out, Yellow booklet p6, a role in a group cooperation To understand how to silence and without asking for pieces. 3 and contribute • role work cooperatively • Review how they felt about this activity in the • SEAL whole school to the overall • listening group and as a whole class using ‘working resources – Working together outcome • sharing together self-review checklist’. self • review • List key attributes of effective group work. • team work • Divide class into groups of 3. Ask two of the children to talk together in pairs in whispers, • prejudice taking turns to be the one who is excluded by • racism the other two. Discuss in groups how it felt to • sexism be excluded. Repeat activity with pairs teasing • teasing the other about an imaginary difference. • I know what • bullying • Class discussion: make a list of feelings words To recognise and prejudice is and 4 • aggression to describe how they felt as ‘victim’. Why does challenge prejudice have strategies • unkind teasing happen? Why is it morally wrong to to deal with it • hurtful make fun of someone because of race, • excluded religion, gender, disability etc. • victim • Pairs discussion: what would you do if • aggressor someone made fun of your family? Discuss strategies to combat prejudice eg. assertive language ‘I don’t like that!’ or telling an adult
are all connected • I can appreciate the need for tolerance and respect for people’s differences connection • tolerance • respect • helping • together • • Consider how we connect via the Internet & phones etc. wool around the circle or class to show how we are all interconnected and to illustrate similarities and differences. • Create a class collage called ‘the human race’ to illustrate and celebrate the richness of diversity. Use pictures and images from magazines and newspapers – faces, foods, buildings. • Invite representatives in from different local restaurants to talk about the food (and other customs) of their country of origin • SEAL Getting on and falling out, Yellow booklet p6 • Survey use of online communication tools using tools in learning platform / environment 3 To understand how to work cooperatively • I can take on a role in a group and contribute to the overall outcome • group • cooperation • role • listening • sharing • review • team work • Group work: cooperation jigsaws. Make up five sets of puzzles for five groups. Aim is to complete puzzles as quickly as possible, in silence and without asking for pieces. • Review how they felt about this activity in the group and as a whole class using ‘working together self-review checklist’. • List key attributes of effective group work. • SEAL Getting on and falling out, Yellow booklet p6, • SEAL whole school resources – Working together self 4 To recognise and challenge prejudice • I know what prejudice is and have strategies to deal with it • prejudice • racism • sexism • teasing • bullying • aggression • unkind • hurtful • excluded • victim • aggressor • Divide class into groups of 3. Ask two of the children to talk together in pairs in whispers, taking turns to be the one who is excluded by the other two. Discuss in groups how it felt to be excluded. Repeat activity with pairs teasing the other about an imaginary difference. • Class discussion: make a list of feelings words to describe how they felt as ‘victim’. Why does teasing happen? Why is it morally wrong to make fun of someone because of race, religion, gender, disability etc. • Pairs discussion: what would you do if someone made fun of your family? Discuss strategies to combat prejudice eg. assertive language ‘I don’t like that!’ or telling an adult