Complementary Unit: Valuing Self and Others
Personal Development and Mutual Understanding: Key Stage 2, Year 5
Strand 1: Personal Understanding and Health
Unit 1: Myself and my Attributes
Concept Mapping or Mind Mapping
Select a main idea. Then have the class identify a set of
concepts associated with the main idea. Use lines to connect
any further or related concepts to the initial concepts. Finally,
label the links with words, pictures or short phrases.
Think, Pair, Share
This is an easily managed, but structured, approach to
encouraging classroom participation and interaction.
Ask a question and allow the children a few moments to
THINK about the question. Next, PAIR the children to talk
about the answer they each came up with. Then ask them
to compare their mental or written notes and identify the
answers they think are best, most convincing or most unique.
After they’ve talked in pairs for a few moments, ask each pair
to SHARE their thinking with the rest of the class.
The main theme of this unit is recognising and valuing the
uniqueness of the individual. Children are encouraged
to value and accept themselves and others and to take
personal responsibility for maintaining a positive outlook.
and my Attributes
Myself
Suggested stories
Murphy Pane, L.
Just Because I Am: A Child’s Book of Affirmation
(Free Spirit Publishing: 1994) 0 91579360 1
Scieszka, S. Smith, L.
Squids Will Be Squids: Fresh Morals,
Beastly Fables
(Picture Puffin: 1999) 0 14056523 X
Coulman, V. Sink or Swim (Lobster Press: 2004)
1 89422254 7
Ross T. Oscar Got the Blame (Red Fox)
0 09957280 X
Koda-Callan, E. The Silver Slippers
(Workman Publishing: 1991) 0 89480618 1
Ross, T. Lazy Jack (Anderson Press)
1 84270166 5
Hill Long. S. Huxtable, J. You Can Do It!
(Heinemann Library: 2003)
0 43115126 1
Danzig, M. The Tiniest Acorn: A Story to Grow By
(Frederick Fell: 1999)
0 88391001 2
Hall, S. R. Ugolini, L.
Story of a Rich Dog and a Poor Dog
(ebrandedbooks.com: 1997) 0 91233904 7
Patterson, R. Rees, M. The Gordon Star
(Andersen Press Ltd: 1994) 0 91579360 1
Ideas for Connected Learning (ICL’s)
‘Mighty Me’
Fischer, R. Teaching Children to Think
(Nelson Thornes 2005)
0 74879441 7
Suggested
additional resources
Suggested
further reading
Martin, R.
Teaching Through Encouragement
(Prentice Hall 1980)
0 13896258 8
Buzan, T. Mind Maps for Kids
(Harper Collins: 2005) 0 00719776 4
Lalli, J. Mason-Fry, D.L.
I Like Being ME: Poems for Children About
Feeling Special, Appreciating Others, and
Getting Along
(Free Spirit Publishing Inc: 1997)
1 57542025 2
Teaching approaches
This pre-speaking activity
allows children to express
their opinions without having
to talk about them. For
example, name a food item
(chocolate) and have the
children form a line beside
a sign that best indicates
their feeling about the item
named: I love it! I like it. It’s
okay. I don’t like it. I hate it!
As children line up beside
the various signs, they form
a human bar graph.
Divide the class into small
groups. Position each
group at a different ‘station’.
At each station, place a
different question for groups
to respond to. Give the
groups approximately two
minutes to answer each
question. When it is time for
the groups to move to the
next question, give a signal
(like stopping music, blowing
a whistle, raising your hand)
and instruct all the groups
to move clockwise to the
next station. Once all groups
have had an opportunity
to add their ideas at every
station, ask the class to sit
together as one large group.
Finally, have the designated
reporter for each small
group take turns reporting to
the class the ideas shared
on the flip chart station
where their group started.
Human Bar Graph
Carousel
www.nspcc.org.uk
(advice, information and help for children
who are distressed or in danger)
www.winstonswish.org.uk
(help for grieving children and their families)
www.standards.dfes.gov.uk
Social and Emotional Aspects of Learning
(Department for Education and Skills)
ICT Resources
Just Like series, SEMERC/Granada
Learning, series of CD ROMs
-
Rankin, J. You’re Somebody Special, Walliwigs!
(Red Fox: 2000) 0 09926536 2
Just like every other...Mum!
Just like every other...class!
Just like every other...morning!
Just like every other...school bell!
Just like every other...pupil!
Teaching approaches
Carousel
Human Bar Graph
Concept Mapping or Mind Mapping
Divide the class into small
groups. Position each
group at a different ‘station’.
At each station, place a
different question for groups
to respond to. Give the
groups approximately two
minutes to answer each
question. When it is time for
the groups to move to the
next question, give a signal
(like stopping music, blowing
a whistle, raising your hand)
and instruct all the groups
to move clockwise to the
next station. Once all groups
have had an opportunity
to add their ideas at every
station, ask the class to sit
together as one large group.
Finally, have the designated
reporter for each small
group take turns reporting to
the class the ideas shared
on the flip chart station
where their group started.
This pre-speaking activity
allows children to express
their opinions without having
to talk about them. For
example, name a food item
(chocolate) and have the
children form a line beside
a sign that best indicates
their feeling about the item
named: I love it! I like it. It’s
okay. I don’t like it. I hate it!
As children line up beside
the various signs, they form
a human bar graph.
Select a main idea. Then have the class identify a set of
concepts associated with the main idea. Use lines to connect
any further or related concepts to the initial concepts. Finally,
label the links with words, pictures or short phrases.
Think, Pair, Share
This is an easily managed, but structured, approach to
encouraging classroom participation and interaction.
Ask a question and allow the children a few moments to
THINK about the question. Next, PAIR the children to talk
about the answer they each came up with. Then ask them
to compare their mental or written notes and identify the
answers they think are best, most convincing or most unique.
After they’ve talked in pairs for a few moments, ask each pair
to SHARE their thinking with the rest of the class.
Key Experiences in developing their self-esteem and self-confidence
Progress in learning
Building on Key Stage 1
• I know how to be a good listener.
• I am co-operative when something needs done.
• I can take on a role in a group and contribute to
the overall outcome.
• I can tell you what is special about me.
• I can tell you about myself as a learner.
• I am beginning to use my strengths as a learner.
• I know that I am responsible for my own learning.
• I know something about everyone in my class.
• I know that I am valued at school.
• I know how to make someone feel welcome and
valued at school.
• I can give and accept a compliment.
• I sometimes make a plan before attempting a task.
• I respond positively when I am encouraged.
Their self-esteem and self-confidence:
- feeling positive about themselves and developing an understanding
of their self-esteem and confidence; and
- becoming aware of their own strengths, abilities, qualities, their
achievements, personal preferences and goals.
Working at Key Stage 2
Their self-esteem,
self-confidence and how
they develop as individuals:
-
developing self-awareness, self-respect and self-esteem;
identifying their current strengths and weaknesses;
developing an insight into their potential and capabilities;
identifying and practicing effective learning strategies; and
being aware of their different learning styles and being able
to identify how they learn best.
Moving towards Key Stage 3
Personal Development Key Concept:
Self-awareness
2
Strand 1: Personal Understanding and Health
Building on Key Stage 1
Working at Key Stage 2
Their self-esteem,
self-confidence and how
they develop as individuals:
-
developing self-awareness, self-respect and self-esteem;
identifying their current strengths and weaknesses;
developing an insight into their potential and capabilities;
identifying and practicing effective learning strategies; and
being aware of their different learning styles and being able
to identify how they learn best.
Moving towards Key Stage 3
Personal Development Key Concept:
Self-awareness
Learning intention
Recognise uniqueness and value
personal qualities and abilities.
Planning together
Actively involving children from the beginning, to
establish a context that matters to them is vital in
providing not only a stimulus for the learning but
also a reason for future work.
During the planning phase, sit together in a circle and
talk with the children about what they are going to learn
and the different ways they are going to do it. Share
the overall learning intention with the children and ask
them to give examples of prior learning and things they
already know.
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- feeling positive about themselves and developing an understanding
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Their self-esteem and self-confidence:
Progress in learning
Myself and my Attributes
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Key Stage 2, Year 5
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Key Experiences in developing their self-esteem and self-confidence
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• I know how to be a good listener.
• I am co-operative when something needs done.
• I can take on a role in a group and contribute to
the overall outcome.
• I can tell you what is special about me.
• I can tell you about myself as a learner.
• I am beginning to use my strengths as a learner.
• I know that I am responsible for my own learning.
• I know something about everyone in my class.
• I know that I am valued at school.
• I know how to make someone feel welcome and
valued at school.
• I can give and accept a compliment.
• I sometimes make a plan before attempting a task.
• I respond positively when I am encouraged.
to a family
Thinking Skills and Personal Capabilities by the end of Key Stage 2
Managing information
Be able to ask deeper and wider questions to
clarify a task and to plan and set goals;
Begin to challenge conventions and assumptions;
Be able to classify, compare and evaluate
information, and to select the most appropriate
methods for a task;
Develop methods for collating and recording
information and monitoring progress on a task; and
Have a sense of audience and purpose.
Thinking, problem solving
and decision-making
Show the ability to use memory strategies to
deepen understanding;
Understand more than one point of view;
Examine options and weigh up pros and cons;
Try alternative problem solving solutions and
approaches; and
Use different types of questions systematically
and with purpose.
Creativity
Pose questions that do not have straightforward
answers and seek out problems to solve and
challenge the routine method;
Use all the senses to stimulate and contribute to ideas;
Experiment with different modes of thinking;
See opportunities in mistakes and failures;
Learn from and build on own and others’ ideas
and experiences;
Identify and order patterns and relationships through
a range of strategies such as grouping, classifying
and reclassifying, and comparing and contrasting;
Experiment with objects and ideas in a playful way;
Make and test predictions, examine evidence and
make links between possible causes and effects;
Make ideas real by experimenting with different
ideas, actions and outcomes; and
Discriminate between fact and opinion
and question the reliability of evidence;
Begin to develop value judgments about the merits
of their work.
Value other people’s ideas;
Working with others
Become more independent in social and
interpersonal skills;
Work in different roles in a group and take
responsibility for appropriate tasks;
Be willing to help others with their learning;
Understand and learn to respond to feedback; and
Work with peers to reach agreements and begin
to manage disagreements.
Self-management
Evaluate what has been learnt and compare
approaches with others;
Make links between learning in different contexts;
Become more self-directed by working
independently or with a group;
Learn ways to manage own time;
Seek help from a variety of sources;
Work towards personal targets identified
individually or jointly with the teachers; and
Be more confident in the knowledge of personal
strengths and weaknesses.
3
yr5-unit1.indd 3
20/12/06 11:55:05 am
4
Across the Curriculum: Connecting the learning
Language and Literacy
Provide a range of reading material
associated with the theme.
Names are an important part of our identity.
Words and
phrases I will
hear and use
yr5-unit1.indd 4
Flexibility
Positive
adjectives
Showing the classes’ initial
thinking in a variety of ways.
Responsibility
Hopes
Dispositions Commitment,
determination
Self-confidence
20/12/06 11:55:21 am
Hopeful
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R Attitudes
Learning activities
Activity 1
My name is special
Activity 3
I am unique
Activity 5
I am doing it for myself
Circle work is used to introduce
affirming name games and to
identify things they are good at.
The uniqueness of the individual is
explored through extended art and
design.
Celebrating good times and
knowing what to do when things
aren’t going so well.
Activity 2
My learning strengths
Activity 4
You are unique too
Strengths are highlighted through
raising awareness of ‘How We Are
Smart’.
The uniqueness of the individual is
explored through active role play.
5
yr5-unit1.indd 5
20/12/06 11:55:30 am
6
Learning activity 1: My name is special
CORE CONCEPT
Focusing on the children’s names can be
gratifying for them. Hearing their names
said in a positive way helps build children’s
sense of identity and contributes to a positive
atmosphere in the classroom.
SUGGESTED SUCCESS CRITERION
We will be able to recognise and name
our own and others’ positive qualities.
POINTS TO NOTE
If the children have difficulty
saying something positive about
themselves, enlist the help of their
classmates. This activity could be
used to welcome and integrate
new children to class during the
school year.
WHAT YOU NEED
- Positive Adjectives (Resource A)
- Art materials to decorate names
- A speaking object
WHAT TO DO
- Active Listening
- Name Building
- Circle Work
- Review
Active Listening
Talk with the children about how one way
of making people feel special is to listen
to them. Describe how the class is going
to try to make everyone feel included
and special by practicing good listening
skills. A selection of affirming and active
listening activities are listed below:
yr5-unit1.indd 6
20/12/06 11:55:39 am
1. Copy Me:
Ask the children to stand in a circle
and ask each child to say their
name and make a gesture. Then
have the other children repeat
the name and gesture in unison.
Simple gestures to model include
clapping hands, stamping feet,
bowing, and so on.
2. Jack In The Box:
Sit the class in a circle. Have each
child stand up in turn and say their
name and the name of the four
pupils to their left. As each pupil
hears their name, they should
stand up and sit down quickly, like
a Jack-in-the-Box. Continue like
this around the circle.
3. Positive People:
Before you begin the group work
in this activity, use Resource A to
stimulate children’s awareness
of adjectives. Alternatively,
incorporate this activity as part of a
Literacy lesson, and together build
up a class adjective alphabet.
Place the children into small
groups. In their groups, have
each child say their name. The
other children in the group then
suggest positive adjectives that
begin with the same letters in the
child’s name. For example, Jon
could be jovial, organised and
nifty. The child can then choose
the adjectives they prefer. Finally,
have the other children praise
the child by saying the name and
the positive adjectives in unison.
This activity could be extended
by following on with the ‘Name
Building’ activity.
Name Building
Circle Work
Ask the children to write their first
name vertically down the left hand
side of a piece of paper (leaving
a margin of a few centimetres).
Ask them to list a positive adjective
for each letter of their name
(they will have developed a list
of positive adjectives during their
group work) and to extend these
to include a phrase or sentence to
describe themselves positively. For
example, Jon’s name might read:
‘Jovial is my nature. Organised
each day for school. Nifty on
my bicycle and ready for action.
THAT’S ME!’
Ask each child to pass around the
speaking object, share their name
and positive adjective, and end
with something they are good at.
For example, Sean might say: ‘I’m
Sean, I’m Smart, Energetic, Athletic
and Nifty and I’m good at solving
problems.’
The children could work in pairs
to help each other out. At a
later stage, they could decorate
their letters using glitter glue or
small mosaic pieces and frame
their name with pictures from
magazines that reflect their
hobbies or interests.
- Did you (did you not) enjoy
the lesson?
- Why? Why not?
- What did it feel like to have others
say your name in a positive way?
- Why is this?
- What did it feel like to share your
positive adjectives and what
you’re good at with others?
- Did you feel listened to? How did
that make you feel?
- How could we develop active
listening in other ways?
“
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yr5-unit1.indd 7
Review
Use open questions to prompt a
range of responses and opinions,
for example:
7
20/12/06 11:55:42 am
8
Learning activity 2: My learning strengths
CORE CONCEPT
Encouraging children to identify their personal
strengths, or areas they can strengthen, can foster
their sense of competence. We can’t be good at
everything, but we can make valuable contributions
to home and school life using our gifts and talents.
SUGGESTED SUCCESS CRITERIA
POINTS TO NOTE
The carousel activity and mind
mapping are further explained in
the methodologies section.
Adapted from Excellence and
Enjoyment: Social and Emotional
Aspects of Learning (Department
for Education and Skills).
WHAT YOU NEED
- How are You Smart? (Resource B)
- My Strengths (Resource C)
WHAT TO DO
- Briefing
- My Learning Profile
- Learning Together
- Smart People
We will identify our own strengths and weaknesses
in the different ways we learn.
We will recognise the strategies that help us learn best.
Briefing
Remind the children that we are all different.
We look different. We learn differently. We
are interested in different things and we are
clever or intelligent in different ways. Tell the
class they are going to explore the question,
‘How am I smart?’. Explain that this is not
the same as ‘How smart am I?’.
yr5-unit1.indd 8
How
I
m
a
t
r
a
sm
?
20/12/06 11:55:51 am
My Learning Profile
Learning Together
Place the children in groups. Give
each child a copy of Resource B to
stimulate discussion about what
each of the intelligences mean.
Then, cut out the sections from
the sheet and allow the children
to read and look at the prompts.
Next, ask them to rank the
intelligences in order of preference
and share their top four with the
others in the group.
Using information from Resource
C, form groups of children who
have similar strengths as learners.
Give each group a task that
goes with their preferred type
of learning. Examples of group
challenges might include:
Using Resource C, ask them to fill
in their learning strengths using
words or pictures. They should
keep the resource sheet as a
reminder of how they can aid their
own learning. At a later stage, the
resource sheets could be shown
to the class and you could invite
them to guess the owner.
- Word smart: writing a poem
together;
- Logic smart: completing a maths
investigation;
- People smart: role playing a
scenario dealing with a difficult
situation in the playground;
- Picture smart: completing a
challenging jigsaw; or
- Body smart: making a dance
or mime to illustrate a World
Around Us topic.
As an alternative, you could ask
the children to complete all the
tasks using the carousel method
and report back on which they
preferred and why.
When the groups have finished
their tasks, ask each group to
think about how they worked
together. Help them review how
they managed the task and what
Smart People
they learned about themselves by
asking the following questions:
- Did you enjoy working with the
group? (Group skills);
- What did the group (or you) do
when something went wrong?
(Problem Solving);
- How involved and excited did
you feel? (Level of interest);
- How easy was it to keep going
with the task? (Motivation);
- Did you find anything that
surprised you about how you
learn best? Do you need to
review your learning profile?
- Could you develop some of the
other ways of learning? How?
- How could we organise our
class so that everyone can
use the learning style that
suits them?
You can repeat the ‘Learning
Together’ activity at a later stage,
but next time, give each group a
task that is poorly matched with
their strengths as learners.
Review how successful they were
and how they managed the task,
repeating the questions above.
Working in groups, instruct the
children to select a famous
book character or a celebrity
and discuss what intelligences
they think that character/person
has or doesn’t have. When
they’ve decided on the person’s
intelligences, ask them to think
about and discuss the following
questions:
- Was the character or celebrity
always this way?
- Did practice, effort or
determination have a role
to play?
Next, have each group create a
display of the character or celebrity
with pictures from magazines
and any other visual resources.
This display will show the different
ways in which the person is smart
and how this has helped them to
get where they are today.
9
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10
Learning activity 3: I am unique
CORE CONCEPT
We all have things in common, but there are
special characteristics that make us unique.
If we were all the same it would be a very dull
world. Celebrating uniqueness helps build
children’s sense of identity and self-worth.
POINTS TO NOTE
This learning activity may require
a number of sessions and has
curriculum connections with
The Arts.
WHAT YOU NEED
- Andrinka Symbols (Resource D)
- N.I. Curriculum ‘Big Picture’
- Materials for art work
- Group Challenge (Resource E)
(extension)
WHAT TO DO
- Potato Head
- Andrinka Symbols
- Gallery Review
- Show and Tell
- Sense of Belonging
SUGGESTED SUCCESS CRITERION
We will recognise the different attitudes
and dispositions that make us unique.
Potato Head
Ask the children to sit in a
circle. Give each child a potato.
They should examine it closely,
remembering the size, shape
and any distinctive characteristics.
Collect all of the potatoes and
place them in a bag. Shake the
bag and roll the potatoes out
into the centre of the circle. Allow
time for the children to pick out
their potato.
yr5-unit1.indd 10
Next, review the exercise.
Ask the children to:
- Think about how they recognised
their potato;
- Pair up with the person beside
them and share three things
that made them believe they
had chosen their potato; then
- Share as a class.
Listen to, scribe and categorise
their responses. Then discuss
how they, like the potatoes, are the
same but different. Talk with the
children about the fact that much
of their recognition was based on
the potato’s appearance - size,
shape, texture and distinctive
features of the potato. Unlike the
potato, they have dispositions
and attitudes that make them
different. These may not always
be visible, but it is important that
they recognise what they are.
20/12/06 11:56:00 am
Andrinka Symbols
This activity should be carried out over
a series of sessions.
Session 1: Break the class into groups and
give each group a copy of Resource D.
This depicts a series of Andrinka Symbols,
traditional symbols from Ghana that
represent aspects of a person’s personality
or position (for example co-operation and
independence, peace and harmony, or
patience and tolerance). In their groups,
have the children visit www.welltempered.net
to determine each symbol’s meaning. They
should also note any other symbols on the
site that are meaningful to them. Discuss,
as a class, each symbol’s meaning as well
as the meaning of additional symbols they
encountered online.
Session 2: Aspects of our personality can
be influenced by the type of attitude we
have and the disposition we may show.
Explain how the N.I.curriculum tries to
develop attitudes and dispositions. Show
the children the ‘Big Picture’ of the N.I.
Curriculum, explain what it means and
draw their attention to the ‘Attitudes and
Dispositions’ (row 7). Tease out what each
one means. Emphasise that we are all
different and that we may show some or
all of these dispositions in various ways.
yr5-unit1.indd 11
Gallery Review
Next, place the class in groups. Allocate
a number of The N.I. Curriculum attitudes
and dispositions to each group and ask
them to create symbols to represent
these. Provide the children with a prepared
template, for example an A4 page divided
into two columns and four rows. Share each
group’s ideas and, if acceptable by the
class, add these to the Andrinka collection.
Place the completed panels in an open space, then
ask the children to sit around the panels and view
the finished pieces. Discuss the coming together of
all of the different attitudes and dispositions in the
class, talk about the variety of designs used and
recall some of the symbolic meanings.
Session 3: Make copies of the larger
collection of symbols and provide each
group with a copy. In small groups, ask the
children to think about and discuss their
own dispositions and attitudes. Have them
share with each other ways they have
demonstrated these. Each group member
then selects a number of symbols that they
feel best represents themselves.
During a Show and Tell session, invite each child
to talk about their panel. Have them explain their
designs and identify what their chosen symbols
mean. Encourage them to think of the characteristics
shown on the panel. Allow time for questions.
Session 4: Using the Adrinka and class
created symbols, ask each child to design
their own individual panel* (teacher to
prepare) to represent themselves.
Extension: As an alternative to session 4,
ask each group to complete an Attitudes
and Dispositions Group Challenge
(Resource E). Photocopy and distribute
this to each group.
Show and Tell
Sense Of Belonging
If possible, display the panels together to form a
class banner. This can help build a sense of team
spirit and a sense of belonging. Ask the class if
there are any similar themes or symbols? What
colours are used? How does it represent the class?
At a later stage in the year, undo the panels so
the children can view both the individual and
collective strengths.
* Creating a panel is only a suggestion as to how to best
represent the symbols. The children could also create a clay
relief of the symbols or use string and metallic paper to create
a relief panel.
11
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12
Learning activity 4: You are unique too
CORE CONCEPT
Celebrating the uniqueness of others
helps build a supportive atmosphere in
the classroom and boosts self-esteem.
POINTS TO NOTE
Children need a supportive
atmosphere in order for the
activity ‘Talking Glasses’ to work
effectively.
WHAT YOU NEED
- A speaking object
- Role Play Questions (Resource F)
- Old pair of sunglasses
- ‘Boxes’ (Resource G)
WHAT TO DO
- Pair Up
- Reporter Role Play
- Introductions
- Talking Glasses
- Poem and Reflection
SUGGESTED SUCCESS CRITERIA
We will value and celebrate our uniqueness.
In partners, we will identify, agree and share
characteristics of a member of the class.
Pair up
Ask the children to sit in a circle.
Explain that by taking part in
the activities, they are going to
have the opportunity to give one
compliment at the end of the day.
Emphasise that to do this, they are
going to have to listen carefully
throughout the activity.
All of these activities work best
when children are working with
someone they don’t normally
yr5-unit1.indd 12
work with. You can arrange this by
using one or both of the following
games:
If the category applies to them,
each child stands up and moves
to a new seat in the circle.
also call ‘Fruit salad’ at any stage
to make everyone stand up and
move to a new place in the circle.
All Change:
You or the children name
categories such as all those who
have:
- a younger/older brother/sister;
- watched ...............
(a recent movie); or
- a birthday in June.
Oranges and Lemons:
Go around the circle naming each
child as either ‘orange’ or ‘lemon’,
alternately. When lemons is said,
all the lemons change places.
The same is done with oranges.
Emphasise safety, as this can
become quite hectic! You can
When the children are mixed,
identify pairs as you walk around
the circle.
20/12/06 11:56:09 am
Reporter
Role Play
Introductions
Talking Glasses
Poem and Reflection
When the children are paired with
the person next to them, ask them
to decide who is going to be the
reporter and the interviewee. Their
task is to find out positive things
about their partner. Distribute
copies of Resource F. Ask the
children to discuss and decide
on appropriate questions to ask
each other. Encourage each pair
to ask the same questions so that
the follow-up introductions can be
made with ease. See Resource F
for more instructions.
Ask the pairs to introduce each
other to the class. Did they find
out anything about their partner
that surprised them? Remind them
to verify with their partner that
it is okay to tell the group about
this. Explain that although we all
have a lot in common, we are
all special and unique. Then use
the following questions to prompt
discussion:
Have all the class’ pairs form a
circle so that each person is sitting
next to their partner. Then ask the
children to think of one compliment
they would tell their partner for
example, something that they
admire about them, something
they like about what they do or
something that they respect about
their partner as a person.
Read the poem ‘Boxes’ (Resource
G) and ask the class how this
connects with the activities they’ve
taken part in on valuing ourselves
and others and recognising
similarities and differences. Use
the following questions to prompt
discussion:
- What would it be like if we all
did the same things, ate the
same food?
- What have we learned from
this activity?
Next, the first child puts the
sunglasses on. The child’s
partner looks at them and says:
‘Glasses, glasses, tell what you
see. Tell me one thing you like
about me’. The wearer of the
glasses pays a compliment to
their partner. They then take off
the glasses and swap roles. The
glasses are then passed around
the circle.
- What is the poet talking about
when he uses the word ‘boxes’?
- Would you live in a box?
- Think about your home, do the
homes around you look the
same?
- What about the people in the
poem are they the same or
different?
- Why is it good to be the same?
- Why is it good to be different?
tell me
what
you see
yr5-unit1.indd 13
13
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14
Learning activity 5: I am doing it for myself
CORE CONCEPT
Celebrating success is part of a happy, healthy
classroom. But when things don’t go to plan,
children need to be aware that they too, have
a responsibility to maintain a positive outlook.
SUGGESTED SUCCESS CRITERIA
We will share our strengths and weaknesses.
We will recognise how our strengths and
weaknesses can be used to develop our
potential.
POINTS TO NOTE
It is important to celebrate the
little things (as well as the big
achievements) and to recognise
each other’s successes. Like all
self-esteem building activities, a
caring, supportive atmosphere
is needed. Create an open,
caring environment by listening
well, being open to discussion
and valuing ideas, feelings
and thoughts from everyone.
Modelling this provides an ideal
way for children to learn more
about the core concept.
WHAT YOU NEED
- A success container
WHAT TO DO
- Success Bombardment
- Take Control
- Raise Awareness
Success Bombardment
Ask children to write down their achievements during the week and
place them in the ‘success container’. These achievements can remain
anonymous. Encourage the children to record even small successes, as
these are just as important as the larger achievements. At the end of the
week, take time to formally read out the successes and to give the class
recognition and praise. You could also contribute your achievements.
On occasions during the school year, reflect when something has gone
well or someone has achieved a goal and enjoy it as a class. Celebrate
regularly in a variety of ways:
yr5-unit1.indd 14
- Invite a local speaker to talk about activities available for their
age group.
- Have a chill-out afternoon, play relaxing music and have a short
guided relaxation exercise.
- Start a ‘We’re Great!’ Newsletter. Use software such as Textease to
create the newsletter and invite children to interview each other for
the columns.
- Have extended PE sessions.
20/12/06 11:56:17 am
Take Control
Raise Awareness
Let the children listen to ‘Everybody
Hurts’ by REM. Talk about times
when things don’t go well. Invite the
children to think about different ways
to promote good feelings and be
proactive about their attitude when
things are difficult. Encourage the
children to:
Ask the class to look out for
support agency leaflets and collect
relevant leaflets for the class.
Display the leaflets in a significant
place in class. Reassure the
children that there is no need to
feel embarrassed about asking for
help. It is really a sign of strength.
- Relax by doing something they enjoy, for example, going for a walk,
watching an enjoyable DVD, reading a favourite book, or listening
to a favourite CD;
- Talk by reminding them not to suffer in silence but instead share
problems by talking to friends or family;
- Be active by getting away from the T.V. and games console, and try
cycling, swimming or even roller-blading;
- Be creative by trying something new, making music, writing, acting,
painting or joining a new club; or
- Get support by talking to people, asking for help or using helplines.
15
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16
Resource A
Personal Development and Mutual Understanding Red Unit
Learning activity 1 : My name is special
Positive Adjectives
Alternative Suggestion:
As an alternative, these could be
photocopied and used as cards
to ‘physically’ make up their own
name. Children could highlight
their favoured adjective or write
a new one.
yr5-unit1.indd 16
”
c
i
m
a
n
y
d
D
““
N - natural
”
“ L - likeable”
20/12/06 11:56:25 am
A Able, athletic,
B Best, busy, brilliant,
C Cheerful, clever, cool,
D Dynamic,
E Excellent, entertaining,
F Friendly, fantastic,
G Great, gracious,
H Hip, happy, healthy,
I Intelligent,
J Joyful, jolly, jovial
K Kind, keen, kindly,
L Likeable, loveable,
M Marvellous, merry,
N Nice, neat, natural,
O Outstanding, original,
P Precious, proud,
popular, perfect, pretty,
pleasant
Q Quiet, quick, quality
R Rapid, rare, respectful,
S Sensational, sensitive,
T Terrific, tremendous,
U Uplifting, unbeatable,
V Vital, vivacious, vibrant
W Wonderful,
X x-traordinary,
Y Young, youthful,
awesome, assertive,
agreeable
fabulous, free
kind-hearted, knockout
unique
beautiful, brave
genius, gorgeous,
generous, gleeful
lovely, listening, lively
(also ‘very’ plus any other
adjective)
creative, comfortable,
cute, co-operative, caring,
charming
helpful, heroic, honest,
handsome
magnificent, mature,
memorable, mannerly
responsible
wholesome, wise,
winning
desirable, dear
interesting,
independent
noble, nifty
sensible, select,
soothing, strong, star
X-cellent
eager, enthusiastic,
energetic, electrifying
organised
tenacious, tender
yummiest
Z Zingy,
zestful, zippy
17
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18
Resource B
Personal Development and Mutual Understanding Red Unit
Learning activity 2 : My learning strengths
How are You
Smart?
u
o
y
yr5-unit1.indd 18
?
20/12/06 11:56:34 am
Word smart
Logic smart
- Good at language, reading, writing and storytelling.
- I like to read, write and tell stories.
- I learn best when I say, hear or see words.
- Good at problem-solving and reasoning.
- I like to experiment, figure things out and ask questions.
- I learn best by grouping things, working with patterns, shapes
and numbers.
Picture smart
People smart
- Good at drawing, painting, taking things apart and putting
them together.
- I like to draw, design, create and look at diagrams.
- I learn best by visualising, dreaming, using my mind’s eye.
- Good at talking and working with others.
- I like to have lots of friends, talk to people and join groups.
- I learn best by sharing, comparing and interviewing.
Music smart
Self-smart
- Good at sounds and making patterns with them.
- I like to sing, hum, listen and respond to music.
- I learn best when I use rhythm, melody and music.
- Good at understanding myself, following instincts and being
original.
- I like to work alone, working on individual projects.
- I learn best by having my own space and working at my own pace.
Body smart
Nature smart
- Good at sports, dance, games, acting and movement.
- I like to move around, touch and talk.
- I learn best by touching and moving.
- Good with plants, animals and the great outdoors.
- I like to be outside.
- I learn best by looking at nature and how things work.
19
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20
Resource C
Personal Development and Mutual Understanding Red Unit
Learning activity 2 : My learning strengths
My Strengths
yr5-unit1.indd 20
20/12/06 11:56:41 am
Th
he e k
w lp ind
fo ork tha o
rm s t f
e. bes
t
ay
(n f sp s
o ing
th
y
m
n ..)
tw
o
s
,
tc
be ing oing up e
y
d o
M arn ing, a gr
le ok , in
(lo wn
o
My Learning
Profile
M
ike
y
Il
e
y
ac . plent
l
p
e e in uiet, ts of me)
h
T b y, q , lo nd
to ois ace arou
of
ty
fa
(in pe
v
of our
I e ter
e
nj s
oy ts lea ite
do , w
r
in ha nin
g) t
g
.
21
yr5-unit1.indd 21
20/12/06 11:56:42 am
22
Resource D
Personal Development and Mutual Understanding Red Unit
Learning activity 3 : I am unique
Andrinka
Symbols
yr5-unit1.indd 22
20/12/06 11:56:46 am
Patience and Tolerance
Creativity
Resourcefulness
Jealousy
Peace
Faithfulness
Lifelong Learning
Perseverance
Adaptability
Learn from the past
Friendship
Wisdom, knowledge
Peacemaking, reconciliation
Greatness, charisma,
leadership
Co-operation,
interdependence
Unity, human relations
23
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20/12/06 11:56:49 am
24
Resource E
Personal Development and Mutual Understanding Red Unit
Learning activity 3 : I am unique
Group Challenge
Attitudes and Dispositions Group Challenge
yr5-unit1.indd 24
20/12/06 11:56:53 am
The Challenge
Your challenge is to find out what attitudes and dispositions
reflect the make up of your group. You are going to use these
attitudes and dispositions when you think of a name and create
a panel for your group. When you hear the name and see the
panel, it will help you to remember the attitudes and dispositions
of everyone in the group.
Patience & Tolerance
Co-operation
Bright Stars
You will be asked to give a presentation to the class about the
attitudes and dispositions that reflect and are important to your
group. You will need to create:
1. a panel;
2. a catch phrase or jingle to help you explain
the attitudes and dispositions of the group; and
3. a group name.
Friendship
ity
v
i
t
a
e
Cr
You have 45 minutes to prepare your presentation and 3 minutes to present
it to the class. To do this challenge well, you will need to work together to
agree roles and decide what needs to be done, for example:
- generate lots of suggestions;
- prioritise the suggestions you think are the best;
- justify the choices that are made;
- negotiate within the group to reach an agreed set of attitudes
and dispositions; and
- complete the task within 45 minutes.
25
yr5-unit1.indd 25
20/12/06 11:56:55 am
26
Resource F
Personal Development and Mutual Understanding Red Unit
Learning activity 4 : You are unique too
Role Play Questions
The Brief
Imagine you are a television
reporter. You want to find out about
the characteristics of people living
close by. Stop a person passing
(your partner) and ask them if they
would mind answering a few
questions for your research.
yr5-unit1.indd 26
20/12/06 11:57:00 am
Points to consider for the role play:
From the questions listed opposite, agree seven
questions that you would like to ask each other.
You must ask clear questions and note the details
from the interviewee. Remind the interviewee to
listen carefully to the questions and give accurate
information.
At at later stage you will be asked to:
- introduce the interviewee to the class;
- use only three main points;
- find one thing you have in common
with the interviewee and one way in
which you differ;
- include these in your introduction.
At the end of the role play, remember to thank the
interviewee for their time.
1. What is your name?
2. If you could have any meal, what
would you have?
3. What is your favourite film of all time?
4. Which place do you like to visit?
5. What household chore do you prefer/
detest?
6. What makes you happy/sad/nervous?
7. Which person would you most
confide in?
8. If you could be invisible for one hour,
where would you go?
9. Name something you really enjoy at
school.
10.Would you rather be a rock, tree,
flower or cloud?
11. Name two things that bore you.
12.What is the worst gift you have ever
received?
13.What do you enjoy doing most?
27
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28
Resource G
Personal Development and Mutual Understanding Red Unit
Learning activity 4 : You are unique too
Boxes
By George Moore
yr5-unit1.indd 28
20/12/06 11:57:07 am
My street is a row of boxes, all the same.
The same gardens, the same doors,
The same firm four sides and lid.
The same blank windows stare out
Like cold impersonal eyes.
But open up the boxes
And you might get a surprise.
There’s a man at twenty-seven
Plays the trombone in the bath
And rides his bike around the kitchen
To give the kids a laugh.
While at twenty-eight the lady
Wraps her telly up in chintz
And roars old-fashioned love songs
In a voice that makes you wince.
Then she knocks the wall to tell them
To keep quiet at twenty-nine
Where they’re busy filling bottles
With home made spaghetti wine.
And so on and so on
In every box the street has got.
The outsides are identical
But the contents they are not.
29
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notes
yr5-unit1.indd 30
20/12/06 11:57:08 am
2
Strand 1: Personal Understanding and Health
Building on Key Stage 1
Working at Key Stage 2
Their self-esteem,
self-confidence and how
they develop as individuals:
-
developing self-awareness, self-respect and self-esteem;
identifying their current strengths and weaknesses;
developing an insight into their potential and capabilities;
identifying and practicing effective learning strategies; and
being aware of their different learning styles and being able
to identify how they learn best.
Moving towards Key Stage 3
Personal Development Key Concept:
Self-awareness
Learning intention
Recognise uniqueness and value
personal qualities and abilities.
Planning together
Actively involving children from the beginning, to
establish a context that matters to them is vital in
providing not only a stimulus for the learning but
also a reason for future work.
During the planning phase, sit together in a circle and
talk with the children about what they are going to learn
and the different ways they are going to do it. Share
the overall learning intention with the children and ask
them to give examples of prior learning and things they
already know.
eone?
m
o
s
e
it
v
in
e
w
Could
What do we really know?
D
in t o our
he
ase
incre ith?
ths work w
eng we
strroups
g
- feeling positive about themselves and developing an understanding
of their self-esteem and confidence; and
- becoming aware of their own strengths, abilities, qualities, their
achievements, personal preferences and goals.
How will we
show our
learning?
Wh
at
wa
yd
oI
lea
rn
bes
Wha
tIa
t?
m go
od a
t?
?
What would we like to
find out more about?
Their self-esteem and self-confidence:
Progress in learning
Myself and my Attributes
so
Key Stage 2, Year 5
b
al a
i
c
e
sp
Wh
at
is
Key Experiences in developing their self-esteem and self-confidence
out me?
n
he lan?
w
do to p
I
n
What caon’t go
things d How will
we work?
what do we
already know?
We are
special
We are all
We belong different
to a family
• I know how to be a good listener.
• I am co-operative when something needs done.
• I can take on a role in a group and contribute to
the overall outcome.
• I can tell you what is special about me.
• I can tell you about myself as a learner.
• I am beginning to use my strengths as a learner.
• I know that I am responsible for my own learning.
• I know something about everyone in my class.
• I know that I am valued at school.
• I know how to make someone feel welcome and
valued at school.
• I can give and accept a compliment.
• I sometimes make a plan before attempting a task.
• I respond positively when I am encouraged.
Complementary Unit: Valuing Self and Others
Teaching approaches
Personal Development and Mutual Understanding: Key Stage 2, Year 5
Strand 1: Personal Understanding and Health
Unit 1: Myself and my Attributes
Concept Mapping or Mind Mapping
Carousel
Human Bar Graph
Select a main idea. Then have the class identify a set of
concepts associated with the main idea. Use lines to connect
any further or related concepts to the initial concepts. Finally,
label the links with words, pictures or short phrases.
Divide the class into small
groups. Position each
group at a different ‘station’.
At each station, place a
different question for groups
to respond to. Give the
groups approximately two
minutes to answer each
question. When it is time for
the groups to move to the
next question, give a signal
(like stopping music, blowing
a whistle, raising your hand)
and instruct all the groups
to move clockwise to the
next station. Once all groups
have had an opportunity
to add their ideas at every
station, ask the class to sit
together as one large group.
Finally, have the designated
reporter for each small
group take turns reporting to
the class the ideas shared
on the flip chart station
where their group started.
This pre-speaking activity
allows children to express
their opinions without having
to talk about them. For
example, name a food item
(chocolate) and have the
children form a line beside
a sign that best indicates
their feeling about the item
named: I love it! I like it. It’s
okay. I don’t like it. I hate it!
As children line up beside
the various signs, they form
a human bar graph.
Myself
Ask a question and allow the children a few moments to
THINK about the question. Next, PAIR the children to talk
about the answer they each came up with. Then ask them
to compare their mental or written notes and identify the
answers they think are best, most convincing or most unique.
After they’ve talked in pairs for a few moments, ask each pair
to SHARE their thinking with the rest of the class.
and my Attributes
This is an easily managed, but structured, approach to
encouraging classroom participation and interaction.
The main theme of this unit is recognising and valuing the
uniqueness of the individual. Children are encouraged
to value and accept themselves and others and to take
personal responsibility for maintaining a positive outlook.
Think, Pair, Share
Suggested stories
Ross, T. Lazy Jack (Anderson Press)
1 84270166 5
Koda-Callan, E. The Silver Slippers
(Workman Publishing: 1991) 0 89480618 1
Ross T. Oscar Got the Blame (Red Fox)
0 09957280 X
Coulman, V. Sink or Swim (Lobster Press: 2004)
1 89422254 7
Scieszka, S. Smith, L.
Squids Will Be Squids: Fresh Morals,
Beastly Fables
(Picture Puffin: 1999) 0 14056523 X
Murphy Pane, L.
Just Because I Am: A Child’s Book of Affirmation
(Free Spirit Publishing: 1994) 0 91579360 1
Hill Long. S. Huxtable, J. You Can Do It!
(Heinemann Library: 2003)
0 43115126 1
Danzig, M. The Tiniest Acorn: A Story to Grow By
(Frederick Fell: 1999)
0 88391001 2
Hall, S. R. Ugolini, L.
Story of a Rich Dog and a Poor Dog
(ebrandedbooks.com: 1997) 0 91233904 7
Patterson, R. Rees, M. The Gordon Star
(Andersen Press Ltd: 1994) 0 91579360 1
Lalli, J. Mason-Fry, D.L.
I Like Being ME: Poems for Children About
Feeling Special, Appreciating Others, and
Getting Along
(Free Spirit Publishing Inc: 1997)
1 57542025 2
Rankin, J. You’re Somebody Special, Walliwigs!
(Red Fox: 2000) 0 09926536 2
Suggested
further reading
Suggested
additional resources
Fischer, R. Teaching Children to Think
(Nelson Thornes 2005)
0 74879441 7
Ideas for Connected Learning (ICL’s)
‘Mighty Me’
Martin, R.
Teaching Through Encouragement
(Prentice Hall 1980)
0 13896258 8
Buzan, T. Mind Maps for Kids
(Harper Collins: 2005) 0 00719776 4
www.nspcc.org.uk
(advice, information and help for children
who are distressed or in danger)
www.winstonswish.org.uk
(help for grieving children and their families)
www.standards.dfes.gov.uk
Social and Emotional Aspects of Learning
(Department for Education and Skills)
ICT Resources
Just Like series, SEMERC/Granada
Learning, series of CD ROMs
-
Just like every other...Mum!
Just like every other...class!
Just like every other...morning!
Just like every other...school bell!
Just like every other...pupil!