Medium Term Plan: SEAL Theme 5 Good to Be Me Blue Book Year 2 Class

Medium Term Plan: SEAL Theme 5 Good to be Me Revised Early Years Foundation Stage Red set booklet 30-50 Months

Whole School / Focussed Class Work (PSHE links with SEAL) / Small group activities / Curriculum and other links/follow-up work / Aspects of learning
The Assembly: begin theme with whole school assembly story (see p4 for key points from story) (see p7 – 11 of TOB for actual story and variations, and see website for additional assemblies)
Whole school focus for noticing and celebrating achievement (see p 4) To notice and celebrate (using usual means – certificates / calls home etc) children and adults who are observed:
Week 1
Doing something to be proud of
Week 2
Responding in an assertive way
Week 3
Helping someone with a worry
Week 4
Stopping and thinking when they were angry
Follow-up assembly End theme with children presenting their best work (see p12 of TOB)
Note: For children in the Early Years Foundation Stage you will want to use your own judgement as to whether a whole-school assembly, class/group gathering, or a mixture of these, is the more appropriate place to introduce the theme. / Circle games Pass the present (see p5)
Rounds Tell the children: ‘Teddy is feeling excited.’ Pass the teddy to the next child in the circle, saying: ‘I think teddy is feeling excited because his granny is coming to see him tonight.’
The children pass the teddy round the circle, with each child trying to think of a reason why teddy is feeling excited.
‘I think teddy is feeling excited because ...’
When the teddy gets back to you, ‘ask’ him why he is feeling excited and then choose one of the ideas from the group (see p5) / See Silver Booklet / All cross curricular work is introduced through work with ‘Characters’ who are introduced via the Core Activity (see p15)
Core Activity
Introduce life size characters with stories and challenges or problems (see p15)
Personal, social and emotional development Give children character to take care of for the day and share experiences (see p15)
Communication, language & literacy Encourage development of own narrative with characters (see p15)
Or Tom Rabbit work based on feeling good when safe and loved, how feelings are expressed and seeing situations from another’s point of view. See SEAL exemplar lesson plan (see p18)
Problem solving ,reasoning and numeracy The problems the children are posed involve counting or measuring (see p15)
Knowledge & understanding of the world Look at family history of the characters and construct their own family histories (see p15)
Physical development The children are challenged by the characters to develop
a particular physical skill, e.g. hopping (see p15)
Creative development (music & feelings) The children listen to and make music to match the character’s emotions (see p15) / This theme focuses on developing children's knowledge, understanding and skills in three key social and emotional aspects of learning:
§ Self awareness

§ Managing feelings

§ Empathy

Skills are taught through exploring particular ‘focus’ feelings, detailed below:
Foundation: excited, cared for/loved
Years 1 and 2: proud, relaxed
Years 3 and 4: surprised, hopeful
Years 5 and 6: accepted /accepting, forgiving
School issues
Class, group or individual issues
Ongoing Whole Class activities
Emotional barometer
Find a visual method for your children to show how much they are feeling (see Whole School Resource file)
Calming down routines Think about establishing one if you don’t have one (see p19)
Peaceful Problem Solving Process
Use this whenever appropriate as well as when part of planned programme (see whole school resource file)
Focussed Class Learning Opportunities / Core Activities
My feelings (excited)
Telling how we feel when we are excited (see p5)
Calming down Learning how to relax with help and staying still and quiet (see p7)
Assessment
Teacher to think about the ‘I can’ statements. Identify how they will know when a child ‘can do’ (see p1)
Vocabulary
Teacher to recognise the vocabulary for their class. Share with others in the key stage as appropriate (see p3)
Key resources
· Assembly key points for follow-up discussion (see p3)
· SEAL resources

N.B. All page references concern the Good to be me Revised Early Years Foundation Stage booklet (except those marked TOB which refer to the Theme Overview booklet)