Medium Term Plan Year 5/6
Topic: Ancient Egyptians
Subject:PSHCE – SEAL (new beginnings)
Date:Autumn 2011
To included: 1. G&T work 2.SEN 3. Extended writing 4. Alternative way of recording
Lesson / Learning Objective/Learning Question / Activities with differentiation. / Resources / End of Key Stage Statements
1 / To know some of the things that help us in school to learn and play welltogether.
Can I identify my best conditions for learning? / Starter Activity - Rounds
Children sit in a circle Pick a card that give a sentence starter (I really enjoy school when …). Each child completes the sentence. Repeat with another card
Whole Class Session
Read new world story to children.
After story pair children and number 1 and 2.
Explain that all those numbered one should walk
around the room or sit at their tables looking and acting like the people in the
story. How would the children describe them? (bored, unmotivated, lethargic, dull,
etc.)
The others should walk around as if they were excited and keen to begin teaching
the ‘can’t-be-bothered’ people.
After a few seconds, ask the children to freeze and call on the ‘can’t-bebothereds’
to answer a question in role. Ask the children to note the facial
expression, gestures, body language, and so on of the ‘can’t-be-bothereds’.
Take photo as evidence of learning.
Discuss the following questions relating to the story
• What would it be like if nobody could be bothered to do anything?
• Would you like to live in this world?
• What might make someone bored?
• How do you think the ‘can’t-be-bothereds’ in the story feel?
• How do you think the two children feel?
• Have you ever felt that you didn’t want to learn something new?
• How do you help yourself to learn or do things when you’re not in the mood?
• What could you do to encourage people to become interested in and
enthusiastic about doing things and learning? / Round cards
Digital Camera
New World Story / Children can demonstrate that they recognise their own worth and that of others
2 / I work well in a group and can tell you what helps my group to work well
together.
Can I work well in a group? / Starter Activity – Feelings Mime
5 children pick out an emotions card and stand in the middle of a circle. A child suggests an activity to carry out. The 5 mime carrying out the activity portraying their feeling. After a minute freeze the pupils and ask the others to guess the emotion.
What made you think ... was …?
Whole Class Session
Read the school of nightmares
Discuss the questions
• Why do you think this makes it a nightmare school?
• How do you think it might have become like this?
• What would the school look like, sound like and feel like?
• What would the school be like to attend?
• What might the lessons be like?
• How might people relate to each other – what sort of things would they say or
do?
• How might the members of the school be feeling?
Split class into five groups and ask them to create a tableau from the story. Each person in the group must be included, know who they are and be ready to come to life with words and actions. – take a photo of each tableau. / Feelings Mime Cards
School of Nightmare Story
Digital Camera / They can express their views confidently and listen to and show respect for the views of others.
3 / work well in a group and can tell you what helps my group to work well
together.
Can I work well in a group? / Starter Activity -A Sticky Situation
A child calls for help and the rest of the class responding by ask what they need. They child asks for help from a certain person – the best drawer in the class. In groups children decide who they think is the best person to help. Repeat several times – use criteria cards if children are unable to indentify the help they need
Whole Class Session
Recap on the school of nightmares story from the previous lesson.
Ask children to create a definition of a dream school in groups of three. A dream school is a school where …
Ask children the things that can go wrong when they are supposed to be working as a group.
What can we do to stop these things from happening? Discuss possible resolution to the problems identify by the previous question.
Identify desirable and undesirable traits when working with others.
Show children the problem solving poster and discuss the various aspects of this.
Introduce the dream school activity.
In mixed ability groups children create their dream school and plan how they will present it to the rest of the class. Using the criteria on the planning sheet (Teacher and TA make informal assessments about the children when on task)
End the lesson by watching the presentation from each group / Sticky Situation Cards
Dream school activity sheet
A3 paper / They can express their views confidently and listen to and show respect for the views of others.
4 / I have some strategies to cope with uncomfortable feelings and to calm
myself when necessary.
I know how others may be feeling when they are in an unfamiliar situation
and can help them to feel valued and welcomed.
I understand how it feels to do or start something new, and why.
Can I empathise with others? / Starter Activity - Rounds
Children sit in a circle Pick a card that give a sentence starter (I really enjoy school when …). Each child completes the sentence. Repeat with another card
Show children a selection of faces that show fear. Ask the children to suggest what they all have in common > they are scared of something.
Discuss what it feels like when you are scared of something.
In groups ask children to create mind maps shown as many words for scared as they can.
Feed words back to class and place in order from least to most frightened.
Ask children to write a frightening situation on a post it note. Collect these notes and read selected examples out to the class. In groups children decide which word from the frightened list best describes the situation.
Use the variation in responses to highlight that although we are not all scared of the same things we are all scared of something. How can we use this information? What if someone is scared of something that you don’t find scary?
Ask the children:
• Do people ever pretend to be frightened when really they are not?
• Do people ever pretend not to be frightened when really they are?
• Why do you think they do?
• Why do we often feel nervous or anxious about doing something for the first
time, or going somewhere new, or not knowing people?
• Remind children of/introduce the idea that we all need to belong – and new
people and groups might challenge our need to belong.
• What can we do to help people feel welcome and make it less scary for them
to come into our groups and our school? / Rounds cards
Post it notes / They can respond to, or challenge, negative behaviours such as stereotyping and aggression
They can identify positive ways to face new challenges (for example the transition to secondary school).
5 / I have some strategies to cope with uncomfortable feelings and to calm
myself when necessary.
I know how others may be feeling when they are in an unfamiliar situation
and can help them to feel valued and welcomed.
Can I cope with difficult situations? / Starter Activity – Feelings Mime
5 children pick out an emotions card and stand in the middle of a circle. A child suggests an activity to carry out. The 5 mime carrying out the activity portraying their feeling. After a minute freeze the pupils and ask the others to guess the emotion.
What made you think ... was …?
Whole Class Session
Discuss the term new beginnings.
What does the term turning over a new leaf mean ? Can children give any examples?
Read the story A new beginning for Amy from the resource sheets and discuss
Amy’s feelings using the following questions as a framework:
• Why do you think Ms Hyacinth said that Amy was brave?
• Which do you think was braver, stealing or owning up? Why?
• Why did Amy call herself a coward?
• How do you think Amy felt just before she spoke to Ms Hyacinth?
• How do you think she felt afterwards?
Explain that when we are feeling nervous or scared we often have to be brave.Bravery does not mean not being scared. It is about feeling scared but doing theright thing anyway. However, this does not mean putting up with intolerable or abusive situations. Make it clear to children that we should always be able to talk to someone about our feelings if we are frightened and to let others help us – the chances are that others will feel the same, however silly our fears may seem. Tell the children that, if they feel scared of something and can’t talk about it, or have been told not to talk about it, it may mean that they are in a situation which is not safe. Remind children of the options open to them to talk to an adult if they need to.
Ask children to record an occasion when they were scared but were brave.
Why were they scared? What did they have to do? What happened? How do they feel about it know?
Explain to children that often they will have to convince themselves that they have to be brave and that they need strategies to do this. One strategy is positive talk. Discuss examples of things we could say to ourselves to help us be brave and things we could say to make us stay scared.
In groups produce statements for positive and negative talk. Children share their positive talk statements and place on a board. Children place negative talk statements in the bin. / Feelings mime cards
Amy’s new beginning story
Speech bubbles / They can respond to, or challenge, negative behaviours such as stereotyping and aggression
They can identify and explain how to manage the risks in different familiar situations (for example discussing issues connected to personal safety).
They can identify positive ways to face new challenges (for example the transition to secondary school).
6 / I know some of the things that help us in school to learn and play well
together.
Can I identify the best conditions for learning? / Starter Activity -A Sticky Situation
A child calls for help and the rest of the class responding by ask what they need. They child asks for help from a certain person – the best drawer in the class. In groups children decide who they think is the best person to help. Repeat several times – use criteria cards if children are unable to indentify the help they need
Whole Class Session
Recap on the nightmare school story. What made it a nightmare school? What things would make a school a nightmare school for us? Are we all scared of the same things?
Discuss the idea of creating a new school and every child in school having an input into it.
What would you leave behind?
What would you take with you?
What would you buy/create/invent for the new school?
Discuss how these can be tangible or intangible items.
Children record their wishes on three coloured leaves
Green – New invention
Yellow – Take with me
Brown – Leave behind
Reviewing learning from the topic –
Discuss with the children the messages they got from this unit and how these can impact on ther lives and relationships with others / Sticky situation Cards
Leaves sheet / They can identify and explain how to manage the risks in different familiar situations (for example discussing issues connected to personal safety).
They can identify positive ways to face new challenges (for example the transition to secondary school).
Key Vocabulary
teamwork motivation enthusiasm bravery respect anticipation excitement nervous, nervousness worried anxiety, anxious petrified frightened, terrified