UNIT PLANNING SHEET - P.S.H.E.
1.
Individual,
pairs, groups,
class.
Title / Topic
Focus and Links
Good to be me (SEAL) (drama)
Drama – see objectives
Speaking and listening
Use of I.T.
Class/Year
Timescale
Term
1 and 2 mixed
6 weeks – 20 min
sessions per week
Spring 2
Breadth of
opportunities
Assessment Opportunities:
Evidence will be collected when:
Pupils should be taught
the Knowledge, skills
and understanding
through opportunities to:
Activities:
Week 1 – Introduce the story of ‘I’m no good I’m only a mouse’
Warm up - Remind children of our tambourine signal
- Greetings warm up game – wriggle fingers and say hello (name)
- Re cap drama faces – teacher to lead – children to lead.
Read story ‘I’m no good I’m only a mouse’ – respond with drama faces and bodies to
show how the small mouse may be feeling at different points in the story – extend to
other characters.
Introduce ‘role on the wall’ (IWB). How is the mouse feeling and why?
Have you ever felt this way and why?
Warm down – switch on and switch off a stiff robot.
5a. Take / share
responsibility
e.g. for own behaviour,
helping to make
classroom rules & follow
them.
5b. Feel positive about
themselves e.g. having
achievements recognised
& by being given positive
feedback about
themselves.
5c. Take part in
discussions e.g. talking
about topics of school,
local, national, global
concern.
5d. Make real choices
e.g. between healthy
options in school meals,
what to watch on
television, what games to
play, how to spend and
save money sensibly.
5e. Meet and talk with
people
e.g. with outside visitors.
5f. Develop relationships
through work and play
e.g. by sharing equipment
with friends.
5g. Consider social and
moral dilemmas that they
come across in everyday
life e.g. aggressive
behaviour, questions of
fairness, right and wrong,
simple political issues,
use of money, simple
environmental issues.
5h. Ask for help e.g. from
family and friends,
Week 2
Warm up - Clapping game using names around and across the circle
- Play the up and down freeze game.
Rumours – the animals can discuss what they have heard about the mouse - good and
bad - share with the group.(by way of re-capping the story)
Set up a forum theatre to look at elements of the story to consider characters points of
view - by way of thought tracking and freeze framing.
Children in the forum can question characters and suggest alternative behaviours.
Warm down – floppy scarecrows – stiff on a pole and then all floppy.
Week 3
Warm up - I am happy and I can ……..around the circle.
- Try the Penguins game (children moving as a group without talking)
Re tell part of the story where the animals are stuck in the cages.
Children to sort themselves into groups of 4 on the sound of a tambourine. Freeze
frame the scene where the animals are stuck in their cages, with the mouse looking on thought track - What are the characters thinking or saying?
Conscience alley - what should the mouse do e.g. help or not help?
Finish the story - Did the mouse make the right decision?
Warm down – a leaf on the wind – floating gently to the ground.
Week 4
Warm up - Play zoom zoom eek
- Up down game – opposite movements.
Children and teacher in the role of the mouse and his friend.
Teacher (mouse’s friend Badger) Asks the children for their help as the mouse is
feeling very sad, because he thinks he is not very good at anything
- animals in the forest say something positive about the mouse.
- how does this make the mouse feel?
In talking pairs talk about something you are good at (possibly do a little mime of it can the other children guess what it is?)
- each child has to talk for their friend to the group.
- how does it make you feel when someone says something good about you.
Chant” believe in yourself its good to be me”
Warm down - Relax using drama faces – tense to relaxed.
HIAS Healthy schools website
Good to be me – Linda Sarfas, Pennington Infant School
1
midday supervisors, older
pupils etc.
Week 5 - Introduce the story ‘The Gordon Star’
Warm up - pass the action around the circle
- Drama faces
Read the story - children to respond to key elements in the story with drama faces.
Circle of Testimony - take key elements in the story and go around the circle saying
how Gordon felt.(e.g. the clay modelling incident)
Super helpers - I hear that you are all very good at cheering people - can you suggest
what we could do to cheer up Gordon?
Warm down - roll like a pea from the story slower and slower and stop.
Week 6
Warm up game - pass multiple claps around the circle
Playground rumours about Gordon (by way of retelling the story)
Circle of Testimony - ideas about how Gordon felt at the end of the story.
Gordon’s Mum comes into school - can you tell he what Gordon’s star is all about.
Choose and friend and make a Gordon star for them telling them something they are
good at.
Swap stars - how do they make you feel? Everyone says ‘It’s good to be me !’
Review
2
Good to be me – Linda Sarfas, Pennington Infant School
HIAS Healthy schools website