we can deal with • I can tell you • teasing • Thought shower: what’s the difference between • SEAL Relationships, worries the things that • physical hurt and hurt feelings? Ask children if the Blue booklet, p20-21 hurt my feelings ‘sticks and stones’ expression is true? • I can • unkind • Pairs work: give children two blank cards to write understand how I • hurtful one hurtful thing and one healing thing. Take in might hurt others • healing and shuffle up, then hand out randomly. Ask the • feelings children to line up with the most hurtful cards one end and the most healing cards the other end. Fold the line in on itself so the most hurtful are opposite the most healing. Starting with the least hurtful read out words and put the hurtful ones in the bin. • Extension activity: Dear Diary. Write to the problem page of a magazine. Imagine and write the editor’s reply. (Could be used as the basis for the following session.) • Allow an extra session for open discussion of any • I can help • help of the issues from the previous sessions in the unit. To know ways of others feel better • support 6 Use a structured discussion format e.g. Circle Time supporting each other if they have a • worry to allow children time to raise any worries they worry • problem have and share support strategies. Year 3 – Term 6: Joining in and Joining up Key Resources, Links and Week Learning Objective Success Criteria Suggested Activities Vocabulary Assessment To be aware of a • I can identify • jobs • Thought shower: what jobs do you do at • QCA Unit 4: People who 1 range of jobs at home jobs I do at • work home, in class and around the school? Why help us – Section 1 and in schools home and in • do these jobs have to be done? school responsibility • Group work: give children a range of
we can deal with worries • I can tell you the things that hurt my feelings • I can understand how I might hurt others • teasing • • unkind • hurtful • healing • feelings • Thought shower: what’s the difference between physical hurt and hurt feelings? Ask children if the ‘sticks and stones’ expression is true? • Pairs work: give children two blank cards to write one hurtful thing and one healing thing. Take in and shuffle up, then hand out randomly. Ask the children to line up with the most hurtful cards one end and the most healing cards the other end. Fold the line in on itself so the most hurtful are opposite the most healing. Starting with the least hurtful read out words and put the hurtful ones in the bin. • Extension activity: Dear Diary. Write to the problem page of a magazine. Imagine and write the editor’s reply. (Could be used as the basis for the following session.) • SEAL Relationships, Blue booklet, p20-21 6 To know ways of supporting each other • I can help others feel better if they have a worry • help • support • worry • problem • Allow an extra session for open discussion of any of the issues from the previous sessions in the unit. Use a structured discussion format e.g. Circle Time to allow children time to raise any worries they have and share support strategies. Year 3 – Term 6: Joining in and Joining up Week Learning Objective Success Criteria Key Vocabulary Suggested Activities Resources, Links and Assessment 1 To be aware of a range of jobs at home and in schools • I can identify jobs I do at home and in school • jobs • work • responsibility • Thought shower: what jobs do you do at home, in class and around the school? Why do these jobs have to be done? • Group work: give children a range of • QCA Unit 4: People who help us – Section 1