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,ood to -e me .$ can Statements/

ear ,roup "Sample Planning%

Term "Sample Planning%

Theme num-er1 Theme title1 +e# social andemotional aspects of learning4. Good to be me

Self!a3arenessManaging feelings

Empathy

+e# Learning pportunities ") 3eeks%pportunities to develop self!

a3areness and realise .it/s goodto -e me/1 to understand ourfeelings and consider strengths and3eaknesses as learners4

-jectives Doing something to be proud of.

Responding in an assertive way. Helping someone with a worry. Stopping and thinking when they were

angry.

Links to P5SE6'iti7enship +S+s8eveloping con9dence and responsi-ilit# andmaking the most of their a-ilities1 .to re ognise! name and deal with their feelings ina positive way8eveloping good relationships and respectingthe di:erences -et3een people4a. to re ognise how their behaviour a"e ts otherpeople4b. to listen to o ther people! and play and work

ooperatively4d. that family and friends should are for ea hother

Links to P5SE6'iti7enship +S2+s28eveloping con9dence and responsi-ilit# andmaking the most of their a-ilities1d to re ognise! as they approa h puberty! howpeople#s emotions hange at that time and how todeal with their feelings towards themselves! theirfamily and others in a positive wayPreparing to pla# an active role as citi7ens$ . to realise the onse%uen es of anti&so ial andaggressive behaviours! su h as bullying and ra ism!on individuals and ommunities $e. to re'e t on spiritual! moral! so ial! and ulturalissues! using imagination to understand otherpeople#s e(perien es8eveloping a health#1 safer lifest#le)e. to re ognise the di"erent risks in di"erentsituations and then de ide how to behaveresponsibly! in luding sensible road use! and *udgingwhat kind of physi al onta t is a eptable oruna eptable)f. that pressure to behave in an una eptable orrisky way an ome from a variety of sour es!

.$ can/ Statements 'olour 'oding

;nderstanding m# feelingsame ,ameBriendship=ean-ag Toss

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2his a tivityen ourages hildren totake turns! to listen andto wait patiently fortheir turn.

3hildren sit together onthe 'oor or a rug. ne

hild sits in the hairwith his her ba k to thegroup! with eyes losedand hands overingeyes. Someone fromthe group tiptoes up tothe hair! taps the hildsitting in it on the ba k!and in a disguised orfunny voi e says! 5Doyou know me6 +#m

you#re friend.5 2hemystery hild thenre*oins the group andthe guessing begins7

2he hild in the hairun overs his her eyes!turns around! and triesto guess the name ofthe friend who tappedand talked. 8fter threeguesses! a new hildtakes the hair andgets a turn.

2his a tivity developsthinking skills.9la e : ob*e ts on atray! some being ofplasti ! metal andsome of similarshapes. 2ea her tothink of one of theob*e ts on the tableand invite the

hildren to ask ;%uestions to helpthem guess what youare thinking of.En ourage them tothink of %uestionsthat eliminate severalitems. n e it hasbeen eliminated it ismoved to the side ofthe table. n e the ;%uestions have beenasked pi k a hild tomake a guess. 2henask the hildren to

hoose an ob*e t andrepeat.

2his a tivityen ourages hildrento take turns! tolisten and to waitpatiently for theirturn.: items on a tray.8dult to remove oneitem from the tray.3hildren to losetheir eyes and saywhat is missingfrom the tray. 2akein turns to de idewhat is missingfrom the tray.

9lay + spy with thehildren using ob*e ts

around the room fore(ample am thinkingsomething that is redand small for e(ample

of a feeling and thefa ial e(pressionthat goes with thatfeeling9ass thee(pression aroundthe group! the lastperson is to guessthe feeling in thee(pression.

Briendship=ean-ag Toss

2oss a beanbagfrom hand to handand sing thefollowing song?alker@ooksA +S@BC 44;)1 ; to the

hildren. FDi @S D33 1 2he story depi ts thean(ieties felt by afamily of baby owlswhen their mother goeshunting ea h night! andtheir relief and *oy ather return. Bote< 8s thetea her! you will beworking in role as @ill.+t may be useful tohave a prop of somesort to denote whenyou are in role.8sk them to be alertthroughout toe(pressions on thefa es of the owls! whi hshow them feelingafraid or an(ious. Go usparti ularly on thee(pressions of @ill andask the hildren todis uss with a talkpartner what he mightbe feeling and thinking.S ribe some ideas onto thought bubbles andinsert them in theappropriate pla es. 8sk

All a-out MeF

3reate an 8ll aboutIeJ book >or *ust talkabout ourselves&giving ea h hild a

han e to talk. 2hisbook an in lude adrawing done by the

hild of himself! aswell as a list of whatmakes the hilduni%ue. Somee(amples of what toin lude areK Gavorite food Gavorite olor Gavorite book Happiest memory 9hotos of family orpet

*arm Bu77ies and'old Pricklies

+ introdu e thehildren to the

feelings that we get

from whensomeone doessomething ni e and

all it #warm fuLLies#and the oppositefeelings for # oldpri klies#.

+ also draw thehildren#s attention

to the fa t thatwhen they get awarm fuLLy given tothem you want to

give one ba k >i.e. asmileA and this alsogoes for oldpri klies >i.e. how a-ght startsA. + thenget the hildren tomake louds withtheir own warmfuLLies ideaswritten on >su h asKplaying a ni egame! or making upwith a friendA andspiky shapes with

old pri klies on>i.e.K hittingsomeone! or being

The =ean-ag,amee.g. apostmanA whenthey ome ba k.?hen the playerreturns and standsin the middle ea hplayer in the ir lewill mentionsomething theywill need for their

*ob >e.g. a bike!good shoes!van...A. +f theperson in themiddle managesto go all the wayaround the ir lewithout guessing

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ask the hildren tohoose an ob*e t and

repeat

eat sweets

+t#s then up tothem to hoosewhi h 5fa t5 isreally - tion

group. 2he group hasto de ide 5who didit5. 2he gameguarantees you willlearn something newabout other people inthe group7

to -sh6?ould youratherQ6Have metal teeth6Have plastihands6

r have woodenhair6

what they are theymust go out again.+f they guess

orre tly anotherplayer goes out

Activit#6 Team=uilding Activit#

*hat makes #oufeelC

1. + read a book aboutfeelings >happy! sad!

ross! e( ited! et A.$. 2hen! + dis uss whatmakes the hildrenhappy! sad! angry! etand suggest ideas ifthe hildren are a littlehesitant.). Split the board into%uarters and write onefeeling in ea h. Drawan o asion wheresomeone might feelthis way >e.g.! happywhen playing football!sad when no&one willbe their friend et A.4. Split a page intofour! written a basiemotion in ea h andphoto opied one forea h hild. + then gavethese to the hildrenand they drew theirown pi tures of whenthey felt sad! angry!

The *orr# =ag

2alk about thefeeling of beingworried. ?hat shouldwe do if we areworried6 >tell friendstea her et . ?hatkinds of things do weworry about6

2he hildren will

make tiny peopleout of playdoh!ardboard paper or

anything suitable. 2hese people aremagi al listeners.

n e they have beenmade! they will livein the small!envelope. 2heirpurpose is to listento the hild who hasmade them. 2heylisten when the hild

is angry! ross!frustrated. >ea hworry person ould

The =ean-ag,ameor modelan angry person byassuming an angrystan e and makingan angry fa eA. 8skurser#?elationships;nderstanding m# feelings