SEAL / PSHE PLANNING TERM : YEAR GROUP: 4

YEAR 4 GOOD TO BE ME Learning Objectives
The theme is about understanding our feelings as
well as considering our strengths and weaknesses as learners. It aims to develop
knowledge, understanding and skills in
The theme as a whole focuses on:
Understanding feelings, and why and how they lead us to behave the way we do –
particularly the feelings of being excited, proud, surprised, hopeful, disappointed, worried
and anxious.
Self-awareness – feeling good about myself, taking risks.
Managing my feelings – relaxing, coping with anxiety.
Standing up for myself – assertiveness, standing up for my views.
three key social and emotional aspects of learning:
self-awareness, managing feelings and empathy.
SEAL resources
Photocards – hopeful, Whole-school resource file
disappointed, scared
Feelings detective poster Whole-school resource file
Assertiveness poster Whole-school resource file
Fight or flight pictures CD-ROM
Treasure chest – image or a real one !
ACTIVITIES / PLANNED LEARNING OUTCOME / ASSESSMENT / VOCABULARY
Session 1 / Following on from Assembly story –Mouse/Gazelle etc.
Open with “I’m so happy….” In a circle.
This will generate a feel-good atmosphere. Going around in a circle with each child saying I’m so happy I could…. Laugh like a hyena, hug a giant and so on.
Followed by reading The Chimpanzees of Happytown. Children to use drama faces as the story unfolds.
Imagine they are eavesdropping on conversations – working in small groups. What would they hear ? How is it making them feel ?
Children to know that we will be carrying on with this story and working with it for much of our SEAL topic. / Knowing myself
I know about myself and how I learn.
I can extend my learning.
I can tell you the things I am good at.
I can recognise when I find something difficult and
do something about it or cope with how that makes
me feel. / Degree of participation in activities.
Following the story and thinking about the moods of the characters (drama faces). / surprised worried anxious angry
disappointed relax routine
threat, threatened hopeful, hopeless novelty
assertive aggressive passive risk
3
Session 2 / Open with Human Animals. Group children into small groups of 5/6 and give them paper and pencil. They are to imagine that they are aliens that have arrived on earth and they are investigating animals. They are to list all the positive qualities that they think humans have that make them seem more superior than the other animals. (thinking about social habits). Return to circle after time (5/10minutes) to share findings.
Read first three pages of story (The Chimps…) and focus on Chutney. Children to play the collective role of Chutney with CT being a Drabstown resident – record their dialogue / differences/ points of view. / .
Understanding my feelings
I can tell you what feeling surprised is like.
I can tell you whether I like surprises or I like things
to stay the same.
I can explain what hopeful and disappointed mean.
I understand why we sometimes fight or run away
when we feel threatened.
I know why it is sometimes important to stop and
think when we feel angry or stressed. / Group involvement
Depth of comments / insights – evidence of being focused.
Session 3 / Open with How would you feel ? Using a selection of pictures of facial expressions, with children in small groups and ask them to put an expression against a given situation. (ie a worried face next to a situation where the child has broken their parent’s favourite vase). Back into circle and ask children to collectively feedback and discuss a given situation and the selected emotion. If difficulty then children can vote.
Return to the Chimps story and read up to the Mayor and the prisoner – hotseat the Mayor’s wife – children to think up questions that they would ask her, and then to enact the hotseating. Is the situation clearer to them ? what do they feel are the issues ?
If time, using Role in the Wall to help Chutney – children to contribute to Chutney’s image on the wall through comments about what he can do, what he can say, about his character and so on. / Managing my feelings
I can think about my worries and decide what I
might do about them.
I can tell when I should share a worry.
I know that most people have worries.
I can stop and think before I act.
I can recognise when I am beginning to get upset
or angry and have some ways to calm down.
I can use strategies to help me cope with feelings
of disappointment and feelings of hopelessness.
I can choose when to show my feelings and when
to hide them.
I can tell if I have hidden my feelings.
I can tell when it is good to relax.
I can relax when I want to. / Extent to which children have a sense of emotional intelligence – sense of empathy.
Session 4 / Open with If you had a treasure chest, what would you put in it ? Children to discuss in small groups, and then to return to the circle and share what they would put in it and why.
Read rest of story –tell children that their task is to help Chutney – using the Roving Microphone, children to give advice /guidance to Chutney. These can be captured and contribute to the Chutney image (following on from Role on the Wall). / Standing up for myself
I can choose to act assertively.
I know how to be assertive.
I can express myself assertively in a variety of
ways. / Extent of children’s involvement and participation in activities and in dialogue.
Session 5 / Open with Its not that funny. Using a picture of a child that is being hurt and others looking on and laughing – ask what is happening here ? How does each character in this picture feel? Think of a time when you might have been unintentionally unkind – how did you realize that the other person was upset ? How did you feel ? What could you have done ?
Revisit story – Children to play the Mayor in collective role – gaining further insight into his character and motivation. Children can also use Flashback/flashforward – helpful because examining the whole of the story and also where it could go in the future. / .
Session 6 / Open with our great group anthem – 2,4,6,8 we are here to celebrate, 1,3,7,9 (name of class) are really fine. Then moving into thinking about others. Using the characters from The Chimps to put feelings on the characters at different stages.
Then children to work in small groups to put together a Rap for Happytown – they plan the words and tune (can suggest a tune to assist) They can then perform this to each other, and possibly at an assembly.
A wrap up session – what have we been learning about over these last few sessions – how has the chimps of Happytown helped us to understand the importance of getting on with people, our relationships with each other ? And how good it is to be us! Circle time. / Bringing it all together for the class. / Involvement by the children and their participation at each stage.

PSHE/Citizenship links (NC) incorporated within above planning

Year 4

Children will be taught:

1a) to talk and write about their opinions, and explain their views, on issues that affect

themselves and society;

1b) to recognise their worth as individuals, by identifying positive things about themselves

and their achievements, seeing their mistakes, making amends and setting personal goals;

2e) to reflect on spiritual, moral, social and cultural issues, using imagination to understand

other people’s experiences;

4a) that their actions affect themselves and others, to care about other people’s feelings

and to try to see things from their points of view;

4c) to be aware of different types of relationships, including marriage, and those between

friends and families, and to develop the skills to be effective in relationships.

HIAS healthy schools website: SEAL Gill Byrne 1