Keeping healthy,
Staying
safe
Year 2
The theme of Health and Safety is central to this unit. It
can be difficult for young children to take responsibility for
their own health behaviour. When developing this unit, the
support of parents and families is important.
Foundation Stag
e
Personal Development and Mutual Understanding: Foundation Stage Year 2
Strand 1: Personal Understanding and Health
Unit 3: Keeping Healthy, Staying Safe
Complementary Unit: ‘Wonderful Me!’
Teaching approaches
Have a Vote!
Using their Answers
Offer the class two answers to a problem:
A and B. Children who think answer A is correct
show the palms of their hands up and those for
B place their palms down. To stimulate greater
discussion, use an open question to follow up, for
example ‘Why did you choose that answer?’
Use a range of checking questions after
children offer answers to check and develop
a child’s understanding, for example:
- Can you say a little bit more about …
- Who agrees with this answer?
- Can anyone think of a different answer?
- Why do you think that?
Thumbs Up!
The aim is to correct the error by eliciting
a better answer.
Tell the children that you are going to ask a
question, count to 10 inside your head and then
put your thumbs up. Remind the children it is
only when your thumbs go up that they can
put their hands or thumbs up to answer the
question. Everyone is expected to be able to give
an answer after this time - even if the answer is
simply ‘I don’t know’.
Yes, No, Don’t Know
To check on understanding during discussions or
when reviewing the learning that has taken place,
give each child a set of three cards. Use a traffic light
colour system or symbols, for example
or
Ask the children to show their response by holding
up the card that most accurately reflects their feeling.
Cards could also be used to indicate their
preference, their choice or used as an evaluation.
Key Experiences
in developing their health and safety
Building on Pre-school
Through play and other activities children should:
- become aware of the safety of themselves and others;
- understand the importance of wearing appropriate clothing and taking care in the sun;
- understand the importance of eating good food, taking part in physical activity and having enough sleep to keep healthy;
- help to prepare food for snack time, pour their own drink, choose what and when to eat;
- talk about how medicines and other substances can be dangerous; and
- talk about “stranger danger”, safe places to play, the dangers of traffic and dangerous features in the environment.
Working at Foundation Stage
Explore and discuss the importance of
keeping healthy and how to keep safe in
familiar and unfamiliar environments:
-
-
-
-
-
-
-
being aware of how to care for their body in order to keep it healthy and well;
recognising and practising basic hygiene skills;
realising that growth and change are part of the process of life;
exploring appropriate personal safety strategies;
beginning to realise the importance of road safety;
understanding that many substances can be dangerous; and
knowing the safety rules that apply when taking medicines.
Moving towards Key Stage 1
Strategies & skills for keeping themselves healthy & safe:
-
-
-
-
-
-
-
-
-
-
-
-
recognising and valuing the options for a healthy lifestyle;
understanding that medicines are given to make you feel better, but that some drugs are dangerous;
being aware that some diseases are infectious and some can be controlled;
understanding that if not used properly, all products can be harmful;
having respect for their bodies and those of others;
being aware of the stages of human growth and development;
knowing what to do or from whom to seek help when feeling unsafe;
being aware of different forms of bullying and develop personal strategies to resist unwanted behaviour;
exploring the rules for and ways of keeping safe on the roads;
knowing about potential dangers and threats in the home and environment;
developing simple safety rules and strategies to protect themselves from potentially dangerous situations; and
identifying ways of protecting against extremes of weather.
Progress in learning
I know that some things that go into my body are good for
me and that some can be harmful.
I know why medicines are taken.
I know some simple rules for taking medicines.
I know some ways to keep safe.
I can correctly name external parts of the body.
I can tell you how I might change in the future.
I know that some changes are natural and ‘ happen
by themselves’.
I know that humans have babies that grow into children
and then into adults.
I can tell you what I can do now that I couldn’t do when I
was a baby.
I can identify ‘safe’ adults in my community.
I can ask my ‘safe’ adults for help when I need it.
I know some similarities and differences between
people’s bodies.
21
Foundation Stage Year 2
Strand 1: Personal Understanding and Health
Keeping Healthy, Staying Safe
learning intention
Recognise what constitutes
a healthy lifestyle
Planning together
Classroom visits and visitors to the
classroom are always useful ways of
stimulating interest and enthusiasm
around a topic. With this unit, learning
could begin with taking the children
through a discussion-based planning
session where the following could be
asked as the initial question:
Who could help us find out more
about how we grow?
At the end of the topic, the children could
visit a local nursery or play group to talk to
the younger children about what it is like
to grow up and start school. This would
allow the children to review their learning
and visibly see how they have developed
and matured.
Who could
come to visit
our class?
How can they
help us?
What do
we want to
find out?
How will we
show our
learning?
Thinking Skills and Personal Capabilities by the end of Foundation Stage
Managing information
Being creative
Self-management
Start with a focus. Ask and respond to questions
to clarify a task;
Be curious and ask questions about the world
around them, using all the senses to explore
and respond to stimuli;
Talk about what they are doing and what they
have learned;
Select (with help) information from materials and
resources provided and suggest ways to obtain
information;
Follow directions in relation to a task. Begin to
plan; and
Talk about their memories and experiences;
Develop the ability to focus, sustain attention
and persist with tasks;
Play for pleasure and as a form of creative
expression. Be willing to take on challenges; and
Develop awareness of their emotions about
learning, their likes and dislikes;
Experiment with ideas through a performance.
Be able to make choices and decisions; and
Identify and use simple methods to record information.
Thinking, problem solving
and decision-making
Show their ability to memorise by recalling and
structuring experiences and stories;
Make close observations and provide descriptions
of what they notice;
Show the ability to sequence and order events
and information and to see the whole/parts.
Identify and name objects and events as same/
different, put objects into groups; and
Make simple predictions and see possibilities.
Ask an adult or friend for help.
Working with others
Be willing to join in. Learn to work and play
co-operatively;
Develop the routines of listening, turn-taking,
sharing and co-operating;
Be able to learn from demonstration and modelling;
Be aware of how their actions can affect others;
Use words to suit different people and situations; and
Develop confidence at being with adults and other
children in a variety of contexts.
3
4
Across the Curriculum: Connecting the learning
The World Around Us
The World Around Us
ICT
Being responsible and caring for life
Using appropriate
websites for interactive
white board activities
Testing reflective materials
Words and
phrases I will
hear and use
Healthy,
unhealthy
The
parts of
my body
Changes
Develops
Medicines,
tablets,
injections, pills,
syringes
Harm, risk,
safe
Growing and
Growing Up
Like,
don’t like
Responsible
Rules
Safe and
unsafe /
dangerous
learning activities
Activity 1
Senses all around
Activity 3
Five little children
Activity 5
Caring for new life
The children’s world is observed
and explored through their
senses, enabling them to be more
alert and aware of danger in the
world around them.
Children learn to recognise
common illness and appreciate
the roles of health care
professionals and medicines
play in helping us to stay healthy.
Children become aware of human
life in relation to the care of a
newborn baby.
Activity 2
Things that go in my body
Activity 4
Head start
Encourages children from a young
age to take responsibility about
what is safe and unsafe to put in
their bodies.
Encourages children from an
early age to wear a safety
cycling helmet.
Activity 6
My body
Children learn about their bodies,
including the correct names for
different parts of the body.
5
6
learning activity 1: Senses all around
CORE CONCEPT
Senses are an important element of our safety
mechanism. Young children learn best through
sensory experience. Their ideas are influenced by
things around them: what they see, hear, smell, touch
and taste. This extended activity allows children to
observe and explore their world through their senses
and enables them to be more alert and aware of
danger in the world around them.
SUGGESTED SUCCESS CRITERIA
We will explore our senses and be able to relate to them.
We will recognise how our senses keep us safe and help
us to learn more about the world around us.
e
t
s
Ta
POINTS TO NOTE
Senses All Around is an extended
activity and should be developed
over a period of time. The activities
connect well with the World
Around Us Area of Learning. Make
use of appropriate ICT software
programs during the sight and
hearing activities.
WHAT TO DO
- Taste
- Smell
- Sight
- Hearing
- Touch
- Centre of Interest.
WHAT YOU NEED
- For Taste: a variety of foods, e.g. carrot sticks, mandarin segments, melon or apples.
- For Smell: a blindfold, a selection of strong-smelling everyday items, e.g. soap, an onion and a baby wipe.
- For Sight: classroom art materials, magazine pictures.
- For Hearing: (Resource A) On the
Ning Nang Nong Poem, cereal boxes and a recorder.
-
For Touch: small bags, magazine pictures, children’s photographs, thick gardening gloves, a selection
of objects e.g. coins, buttons,
marbles, crayons, pine cones or shells.
rough
soft
h
t
crunchy
o
o
m
s
pr
y
t
e
v
l
e
v
Textures
wet slimey
Ask the children can they explain why they like their favourite
foods. Is it the taste? How do they know the taste of things that
they eat?
Using clean hands, allow the children to feel their tongues with
their fingers. How does it feel? Is it rough or smooth? Next, talk
with the children about their taste buds. Talk about how our sense
of taste can alert us to danger, for example eating something
harmful or eating/drinking something that is off.
Show the children some examples of different foods (either
real or pretend) and ask the children to suggest words that
describe how each food might feel when they eat it, for example
banana = smooth, raw carrots = crunchy and ice cream = soft.
Try to include a range of textures. Record on cards the words the
children suggest. Make a number of copies of these words for
the ‘Tempt your Tastebuds’ activity.
Tempt Your Tastebuds
Set up Texture Tasting Tables and include a different texture of
food on each table. Then, place the children in groups and have
them circulate around each of the tables. At each taste table, ask
the children to sample the food and to choose the word that best
describes it, for example yogurt = smooth, carrot baton = crunchy,
melon = slimey. Further their discussion by asking them: Have you
tried this food before? What does it taste like? How do you know
when something doesn’t taste right? What should you do? Reinforce
this safety message: Never put or taste anything in your mouth
that you are unsure of. Check with your safe adult first.
ickly
Food Face
Use images from Google to show the children paintings by the
artist Giuseppe Arcimboldo, for example his piece titled Summer.
Invite them to make their own collages of faces using cut out
pictures of different foods. Thought shower and sort what foods
could be used for a healthy and a not so healthy face.
Extension
Set up a ‘Good Food Shop’ or a ‘Restaurant’
in the imaginative play area. Involve the
children in designing and making the props.
Then, ask the children to use ICT to design
sample tasty menus to order from in the
restaurant. Encourage the children to adopt
specific roles within the imaginative-play
area (a variety of hats/props or clothes could
be used to help distinguish roles).
Encourage good social skills by
demonstrating how you might ask for
an item or order a meal from the menu.
Develop the role play by asking the children
to demonstrate how might a ‘grumpy’ or
‘friendly’ customer order a meal?
7
8
learning activity 1: Senses all around (continued)
Smell
Let’s Talk
Ask the children to feel their noses and describe
what they are like. Do you know what your nose
is for? (Taking air in and out of the body, cleaning
the air on its way in and for smelling). Explain that
as well as helping us to identify things, our sense of
smell can warn us of danger. Can you think when?
Our sense of smell, for example, can tell us when
there is smoke, a fire burning, or when food is out
of date or rotten. Ask if anyone has ever smelled
sour milk?
Next talk with the children about the importance of
taking care of their nose. Draw up a list of rules to
abide by in class. These may include instructions
about using and disposing of a tissue properly,
blowing gently, never pushing objects into the nose
and discouraging nose picking.
Test It Out
Ask for a volunteer who would feel comfortable being blindfolded. Invite this
child to identify some everyday items, for example soap, an onion, a baby wipe
or crisps. Allow other volunteers to have a go. Talk with the children about the
different smells. Use sorting rings to classify the items into ‘smells nice’ and ‘smells
not so nice’. Discuss some of the smells in the classroom and around the school.
Sorted
Use a fair way of dividing the children into small groups. Then, have them talk
together about their favourite smells and the smells they do not like. Distribute
magazines to each of the groups and ask the children to find and cut/tear out
pictures of things they like to smell and other things that they don’t like to smell.
Collate everyone’s pictures, mount them on two wall charts (Like to Smell/Don’t
Like to Smell), and include an appropriate title. Add to the display as children
encounter new smells.
Let’s Talk
Discuss with the children why they should not play with aerosols or solvents.
Fumes from solvents can be highly toxic and children need to understand the
dangers. Explain that smelling some of these things could make them very sick
and that if some older children asked them to smell something from a bottle
or bag, they should not do so. Instead, they should tell their safe adult about
what happened. Reinforce the safety message: Never smell anything that
you think could be dangerous. Tell a safe adult.
t
h
Sig
Drama
Seat the children in rows of five or six. Explain to them that
they are about to go on an exciting make-believe journey to
many different environments. Instruct them to put on their
‘special’ boots and helmets and to fasten their seat belts.
Perform a countdown and tell the children they are off! At
each stop, invite different children to fill in the blank space
with something they might see in that environment. Then
repeat the completed rhyme together:
It’s time now to have a look at what is going on.
Put on your special specs. Are you ready?
First stop! The Jungle.
I went to the jungle and what did I see?
I saw a ………………… looking at me!
Second stop! Space.
What did I see when I went to space?
I saw a ………………… observing my face!
Third stop! The Farm.
Down on the farm and what did I see?
I saw a ………………… peering at me!
Last Stop! Take a deep breath we are going under the ocean.
Under the ocean and oh what a place?
I saw a ………………… viewing my face!
Art and Movement
Ask the children to draw a variety of the animals or beings that
they ‘saw’ on their exciting journey. Choose a number of the
pictures and ensure the children recognise the image on each.
Then, instruct the children that they are to have a quite different
P.E. lesson where you will try to not give verbal instructions.
Instead, they will have to depend largely on their sense of sight.
Invite the children to move safely around the hall and when you
hold one of their pictures up, they are to imitate that animal’s
movement (e.g. snake slithering, a fish swimming or ducks
waddling). After a short period of time, wave a brightly coloured
scarf to signal to them that you want them to be still. Repeat with
a different picture.
Debrief this and the previous activity. Use at least two of the
following prompts to enable the children to share their thoughts
and feelings:
What is the most important thing you learned today? What did
you find interesting? What did you enjoy/not enjoy? Name one
thing that still puzzles you.
Explain to the children that as well as helping us to identify things,
our sense of sight can warn us of danger. For example, our sight
can alert us to warning signs/symbols at the swimming pool, at
the railway tracks, on household substances such as bleach or
when walking along a busy road. Ask the children to give further
examples. Ask the children to collect evidence of these symbols
to display at the Senses Centre of Interest (see later). Reinforce
the safety message that they should: Tell a safe adult if they see
something that has made them or another person feel or be
unsafe. (This could be in the context of a wide array of situations,
for example traveling from school, in the playground, using the
internet, etc.).
9
10
learning activity 1: Senses all around (continued)
Hearing
Rhyme Time
First, introduce the concept of rhyme to the children. Write
some pairs of words on the board, for example cat and hat,
rose and nose, and see and tree. Read the words aloud and
ask the children to identify what the words in each pair have
in common. Next, play a rhyming game by giving the children
one word and challenging them to say other words that
rhyme with it. Then, together create a ‘Rhyme Time Monster’ (a
decorated cereal box). Ask the children to ‘feed’ the monster
with things that rhyme with the chosen word, for example
top. The children could feed the monster in a variety of ways,
for example with pictures from magazines, small objects or
words. Check the contents of the box regularly.
Nonsense Poem
Explain to the children that you are going to read them a nonsense poem but
that you will be leaving out some words. Explain that they must find a rhyming
word but that because it’s a nonsense poem, nonsense words work just as well
as real words. Read On The Ning Nang Nong (Resource A) aloud, leaving the
underlined words blank. Then, ask the children to tell you some rhyming words.
Write down their suggestions. Then, repeat the rhyme together and audio
record it. Listen to the recording and discuss what they hear.
Hear Safe
In advance, record sounds in the classroom, around school and outside. Then
play the different sounds for the children and have them place their thumbs
up if they think it is a safer sound or thumbs down if they think there could be
danger. Discuss the results each time.
Talk about all of the hearing activities explored. Reinforce that our sense
of hearing is very important to us. Explain that as well as helping us to
communicate with one another and our environment, our sense of hearing
can also warn us of danger. Reinforce the safety message that they should:
Use their sense of hearing to help them keep safe. Discuss with the children
how some sounds are loud and some are soft. Relate how their sense of
hearing is important when travelling. Talk with the children about different
sized vehicles and how some are easy to see and hear some are difficult to
see and maybe hard to hear. Discuss this in relation to crossing the road safely
and why they should hold a grown-up’s hand.
Team Touch Snap!
Touch
Feel It
Introduce the children to new tactile experiences
by providing trays of different textured media:
shredded paper, wood chippings, gravel, wool,
lentils, etc. This could be in addition to the standard
sand and water experience. Have a variety
of words on cards available to the children to
develop their descriptive language, for example
hard, rough, smooth, etc. Display pictures from
magazines and ask the children to contribute
photographs from home showing examples of
individuals using the sense of touch. Emphasise
that our sense of touch is often linked with feeling
safe, for example a cuddle when we are afraid
or hurt or holding hands to feel secure and safe.
Display a variety of relevant words around the
pictures to reinforce this message.
First, prepare a number of opaque bags containing items that the
children would feel comfortable about holding and would be able to
describe. (Some of the bags should contain similar household items
to allow ‘Snap’ to take place). Then, use a fair way of organising the
children into small teams and distribute one bag to each team. Allow
time for each member of the team to explore one item and then
describe it to their team members. Remember, no looking.
Next, inform the children that they will be playing a game of ‘Team Touch
Snap’. Each team takes it in turn to describe using only their sense of
touch what is in their bag. The other teams should listen carefully and
then, together, agree if their bag holds the same object. If a team is sure
they have that item, they call ‘SNAP!’ (If a team calls ‘SNAP’ too soon and
is wrong, the team has to wait until the next item is described). Continue
the game for a suitable period of time.
Next, provide one member of each team with thick gardening gloves.
Then have each gloved child reach into their bag, touch an item
without looking, and try to describe it. Talk about what would it be
like if we couldn’t feel anything with our hands ... if our sense of touch
disappeared? Could we tell if things were hot or cold, sharp, soft, etc?
Debrief
Discuss the activity by asking some of the following questions: Was it
difficult or easy to guess what the objects were? Why/Why not? How
could you tell what you were holding? Explain to the children that the
skin all over our bodies is sensitive to touch, but usually we feel objects
with our hands. Tiny nerve endings in the skin pick up messages about
the object - is it hard/soft, warm/cold, rough/smooth? While our sense
of touch helps us to identify objects, it can also warn us of danger. Ask
the children if they can think of some examples of this. How can our
sense of touch help keep us safe? Reinforce the keeping safe message:
Hold hands and stay close to a safe adult when out and about. Do
not touch or lift sharp objects. Check with a safe adult first.
11
12
learning activity 1: Senses all around (continued)
t
s
e
r
e
t
n
I
f
o
e
r
t
Cen
Use a senses Centre of Interest
to reinforce the learning taking
place in class. The activity area
will need a work space and
wall space to display the key
learning as well as the work
the children have created while
exploring the theme. Consider
leaving pictures, books and
other reference materials for the
children to easily access. Also,
plan time into the daily routine
for small groups of children to
visit the centre and, if possible,
repeat activities that were
explored with the whole class.
watch
danger
Tasting
slimey
rough
bumpy
wet
lumpy
look
listen
think
Senses all around
Nose
Rules
Use a tissue.
Don’t put things
in your nose.
beware
What did
we see?
jungle
space
farm
ocean
FEED THE
MONSTER
beware of
tractors
road mat
Safety Clothes
Hats
You can also reinforce the learning that is taking
place with a repetitive sequence, for example:
-
-
-
-
-
(point to eyes) We are looking; What can we see?
(point to ears) We are listening; What can we hear?
(point to tongue) We are tasting; What do we like/not like the taste of?
(wiggle fingers) We are touching; What is safe/not safe to touch ?
(point to nose) We are smelling; What do we like/not like to smell?
Build on this by repeating with the children
with actions:
-
-
-
-
-
(point to eyes) We are using our looking skills to help keep us safe; How?
(point to ears) We are using our listening skills to warn us of any hazard; How?
(point to tongue) We are using our sense of taste to alert us of danger; How?
(wiggle fingers); We are using our sense of touch to prevent us getting harmed; How?
(point to nose) We are using our sense of smell to make us aware of any risk; How?
hazard
danger
harm
risk
g
n
i
k
tasting
loo
unsafe
touching
13
14
learning activity 2: Things that go in my body
CORE CONCEPT
Encouraging children from a young age to take
responsibility about what is safe/unsafe and
healthy/not so healthy to put in their bodies.
POINTS TO NOTE
As the children’s sight vocabulary
may be limited, we suggest that
you use pictorial clues when
recording their responses.
SUGGESTED SUCCESS CRITERIA
We will identify common things that go
in our bodies.
We will identify and practise ways of
keeping safe.
In the Body
Using a large sheet of paper, make a full-size body template of one of the
children. (Repeat a number of times if using this as a group activity). Then,
write and ask the question: What things go inside our body? Ask the
children to first think about and then discuss the question.
Next, distribute magazines, pencils and paper to the children. Encourage
them to write, draw or find magazine pictures that suit their responses and
place these around the outline of the body template. Use different categories
for their responses, for example ‘Food’ = things I eat and things I drink,
‘Medicines’ = tablets, injections, inhalers; ‘In the Environment’ = air or smoke.
WHAT YOU NEED
- Large sheets of paper (wallpaper)
- Magazines
WHAT TO DO
- In the Body
- Healthy Choices
- Let’s Talk
- Role Play
Healthy Choices
Role Play
Talk about the options and choices they may have regarding
the foods they put in their body. Re-sort the foods that the
children have selected for the template into two further
headings: ‘Healthy Choices’ and ‘Not so Healthy Choices’.
Explain to the children that they, too, can make choices about
the foods and drinks that they consume.
Talk with the children about what they would do if someone asked
them to eat or taste something about which they were not sure. Ask
the children: Who could you ask if it was safe to put it in your body?
What could you say to the person who asked you to eat or taste
something? Use the role-play scenario examples below (or create some
of your own) to explore keeping safe in each of the situations.
Let’s Talk
Talk to the children about the completed body template.
Explain to them that things can get into our bodies in different
ways. Ask the children: What things go into our bodies
through our nose, ears, mouth, eyes and skin? Then, explore
with the children how each of their named items gets into
the body. Who put it in or how did it get in? (Me, Daddy, the
doctor, nurse, dentist, by accident, on purpose, someone
told me to put it in).
Explain to the children that some things are not safe to put in
our bodies. Can they think of some examples of things that
could be dangerous? Highlight the fact that medicines are
very useful in making people better when they are unwell,
but that they can also be dangerous. Remind them that they
should never take tablets, pills or medicine unless they are
given to them by one of their safe adults. Reinforce the keeping
safe message: Never touch, taste or smell anything that
you think could be dangerous. This would also be an ideal
opportunity to practice safe ways of saying ‘no’.
Two children are playing at home
and one child finds a bottle of
tablets in her parent’s room. This
child starts to persuade the other
to take a ‘sweetie’. She says she
won’t be her friend if she doesn’t
take one.
Three children playing outside
find a packet of sweets on the
ground. One of the children
wants to share them out.
Two children are playing together
in the garage. One child wants
to pretend play a café. One child
gathers different substances and
liquids in the garage onto a table
and then runs inside to ask her
mum for some plastic cups.
The children are playing together
in school. They notice the
caretaker has left the door of his
store room open. The children
ignore the DANGER sign on the
door and walk in.
Practise saying: No! I won’t or No! I will ask
someone first or saying No! and walking away.
15
16
learning activity 3: Five Iittle children
CORE CONCEPT
Being healthy and maintaining good health is
central to personal development and physical
well-being.
SUGGESTED SUCCESS CRITERIA
We will understand how common infections
are spread.
We will appreciate the role of medical
personnel and medicines in helping us to
stay healthy.
Rhyme Time
Read Resource B: Five Little
Children with the children.
Ask for five volunteers to add
actions to the rhyme or make
simple finger-top puppets
to accompany the rhyme.
Repeat as necessary.
POINTS TO NOTE
This activity encourages children
to recognise when someone is
sick and demonstrates how to
use discussion to discover how
an illness may have occurred.
The emphasis is on prevention by
enabling the children to develop
and maintain good personal
hygiene habits.
WHAT YOU NEED
- Five Little Children Poem (Resource B)
- Enlarge copy of Figures (Resource C)
- White card
- Selection of markers
- Adhesive-tack
- Lengths of coloured wool
WHAT TO DO
- Rhyme Time
- Five
- Spreading It
- Making It Better
- Keeping Clean
Five
Spreading It
Making It Better
Introduce each of the figures from Resource C:
Figures. Invite the children to choose names for
each figure. Write each name on a piece of card
and place the names close to each figure. Explain
that one of the figures, like the poem, has a
broken leg. Ask the children to guess which one it
is? Write the words broken leg on a piece of card
and place it beside the figure. Next, explain that
there is something wrong with each of the other
figures. Invite the children to think for a moment of
an illness that each figure could have. Then, have
the children partner up with the person beside
them and share their ideas. Ask each pair to
choose only one of their suggestions to feed back
to you.
Discuss the ailment that each figure has.
What could have happened to them? How
might they have caught this illness? The
figure with the broken leg could have had
an accident. How? The figure with chicken
pox or the flu may have caught a bug/virus.
Talk about how each of the figures could be
helped to become better. Ask the children
to name some medicines they know. Do
you know what the different medicines are
for? Who gives you medicines? Discuss and
record some rules for keeping safe with
medicines, for example:
The children will probably suggest illnesses such
as the flu, a cold or a cough. Ask them to suggest
ways in which you could tell that this figure is sick,
for example feels hot, is flushed, has a red face
or is coughing. On the blank figure, colour the
cheeks red, for example, and write the word flu
on a piece of card and place it next to it.
The children are also likely to suggest some
common childhood illnesses such as measles
or chicken pox. If so, ask the children: How could
you tell if this figure had chicken pox? On this
figure draw spots, write the words chicken pox
on a card and place it next to the figure. Other
suggestions might be that the figures have
asthma, eczema or nose bleeds. Again, ask how
the figure might show this. Draw appropriate
markings on each of the remaining figures and
write the illness on an associated word card.
Draw attention to the fact that some
illnesses are caused by germs and that we
can catch these from each other. Which
things could you catch? Which things are
not caused by germs/bugs and cannot be
passed on? Talk with the children about
illnesses that are easily spread and ask the
children to suggest which of the five figures
could spread an illness or which figures
could ‘catch’ one of the other’s bugs. Use
lengths of wool to make links between the
figures to visually illustrate how each may
have the potential to pass an illness on.
-
-
-
Never take medicine or tablets that do not belong to you;
Only take medicine or tablets from the
doctor, nurse, dentist, parents or one of your safe people; and
Never touch, taste or smell anything that you think could be dangerous.
In discussing the work of the doctor or nurse,
encourage the children to appreciate the role
that health professionals have in making us
feel better and helping us stay healthy.
Keeping Clean
Read the story ‘I Don’t Want to Wash my Hands’ by Tony Ross. Talk about how germs are
spread. Highlight the different times during the day that germs could be easily spread and
reinforce the importance of keeping hands clean. Create a timeline of the day, and use this
to alert the children to when they need to wash their hands.
Then, ask the children to draw what they think a bug/germ might look like. At a later stage,
use the children’s drawings as part of a larger poster to help discourage other children
from spreading germs. Place the posters in appropriate positions about the school, for
example at wash hand basins, water fountains, toilets or the canteen.
17
18
learning activity 4: Head start
CORE CONCEPT
Developing safety habits from an early age
should result in sustaining healthy, safe
behaviours throughout life. For children,
wearing a safety helmet should become
a habit as early as possible.
SUGGESTED SUCCESS CRITERION
We will know the importance of
protecting ourselves.
POINTS TO NOTE
Over half the cyclists who are hurt
in accidents injure their heads,
and nearly three-quarters of those
killed have head injuries. Wearing
a cycle helmet reduces the risk of
receiving head and brain injuries
in an accident. Emphasise to the
class that young children should
be accompanied when cycling
that they should not be cycling
on the road until they have been
trained and parents are confident
they can do so safely.
Imaginative Play
Within the imaginative play area, allow the children access to a
variety of hats. Encourage the children to describe the hats and
the properties that they have. Write some of these words and
display them close to the hats. (Add additional safety equipment
to the imaginative play area, for example safety eye goggles,
safety ear guards, high visibility vests/jackets or non-slip or
steel-toe capped safety shoes as the activity progresses).
WHAT YOU NEED
- Variety of hats: builder, fire-fighter, cyclist, motorbike, wizard’s, cloth cap, chef’s hat, etc.
- Art materials
- Magazines
- Two hard boiled eggs
- An individual egg carton to fit
as a helmet
- A mat
WHAT TO DO
- Imaginative Play
- Survey
- Egg Heads
Next, gather all of the hats and invite the children to classify them
according to different criteria. Encourage the children to justify their
choices. Group the hats that will protect the head, for example a
builder’s protective hard hat, a fire fighter’s helmet, a cyclist’s helmet,
and a motor cyclist’s helmet. Then talk about the activities and jobs
that require this specialist protective headgear. Discuss why this
protection is needed. It is important to wear helmets as they protect
the head, which houses the brain. If the brain gets damaged, it
can cause serious problems.
Invite your local PSNI or DoE Road Safety officer to talk to the class.
Encourage them to reinforce the safety message: Always wear a
safety helmet while out and about on your bike. Don’t forget
to remove your helmet before using playground equipment or
climbing trees!
Survey
Together, devise a way of finding
out how many people wear a
safety helmet when out cycling.
Consider completing this with
the class or even the Key Stage
to gain a broader perspective.
Devise the questions that would
need to be asked and a simple
way of recording the responses.
For example, find out how many
children:
- can ride a bike;
- have a safety helmet;
- wear a safety helmet; or
- don’t wear a safety helmet.
Then, draw the results together
and share these with the class.
Discuss the results. Are they
disappointing or reassuring?
Draw up a list of reasons why
some children do not wear
a helmet when cycling.
Remember to praise those
who do wear helmets.
Egg Heads
Introduce two hard boiled eggs
to the children by giving them
names. Tell the children a story
about the two ‘children’ who went
for a ride on their bikes. Show the
children that one of the ‘children’
didn’t like wearing a helmet and
didn’t think it was cool, so he
opted not to put on his helmet.
Then show how the other ‘child’
carefully put on his helmet and
adjusted it to make sure it fit.
Ask the children to predict what
happened when something
caused both children to fall off
their bikes. What happened to
the ‘child’ with the safety helmet
on? What happened to the ‘child’
without a safety helmet on?
Next, illustrate very effectively the
point of wearing a helmet. Hold
the egg without a helmet above
the floor and drop it. Watch how
this egg smashes. Then repeat
using the egg with protection.
Discuss together why we should
always wear a safety helmet
when cycling on our bikes.
Extension Work
Have a competition where children
design their own cycle helmet.
Encourage them to ask other
children of their age group what
designs they would like to wear
and designs or colours that would
encourage them to wear a helmet.
They could make them from Mod
roc (plaster) on inflated balloons,
halve them and then paint and
display them. Include this as part
of the on-going Road Safety
education programme. If the
children take their helmets home,
be certain to stress that these are
‘model’ helmets and must not be
used when they ride their bikes.
19
20
learning activity 5: Caring for new life
CORE CONCEPT
Children have many experiences of new
life - springtime, new animals or the arrival
of a new baby. By developing the children’s
understanding of new life, you can encourage
them to respect, value and cherish it.
SUGGESTED SUCCESS CRITERION
We will become aware of human life in
relation to the care of a newborn baby.
POINTS TO NOTE
This activity requires a visit from a parent and young baby. The use of
outside speakers and agencies should be considered very carefully
and be in line with your school’s Relationship and Sexuality Education
(RSE) policy.
We suggest that you arrange the visit in advance and prepare carefully
to ensure that the learning from the visit is appropriate to the children’s
developmental level and the school’s RSE policy. This should include
making the visitor aware of, and familiar with, your school’s RSE policy
beforehand and briefing them on the activity.
WHAT YOU NEED
- Alfie’s New Baby Sister Story (Resource D)
- Baby items to create a display
- Pot plants, seeds and soil
Story Time
Read Resource D: Alfie’s New Baby Sister with the class. Next,
discuss the story to find out how Alfie reacted to his new baby sister.
What was Alfie’s new baby sister called? When did Lucy need to be
fed? Why did feeding Lucy take a long time? What would happen
if her Mummy didn’t ‘wind’ her? When did Lucy need her nappy
changed? What surprised Alfie about Lucy? Why did Mum go to sleep
in the middle of the day? Who was minding baby Lucy when Alfie
came home from school? How did
Granny try to stop Lucy crying? What
did Daddy do? What did Alfie want
to try? What did Daddy show Alfie
how to do? How did Alfie hold the
baby? What did Alfie tell Baby Lucy?
What did Baby Lucy do?
WHAT TO DO
- Story Time
- Welcome
- Display
- Let’s Investigate
Welcome
new baby
Arrange for a visit from a parent(s) and their baby to the class. Take children through a discussion based
planning session to prepare for the visit. Use the following questions as appropriate. Record all decisions
and allocate roles and responsibilities to involve all the children.
How shall we invite them?
- Will this be by letter/phone call/in person?
- What will our invitation say?
- When will be a good time?
- What do they need to know? (RSE policy)
Who will meet them?
- Will someone meet them at the door?
- Who will bring them to the classroom?
- Who will introduce them to the class?
What will we need to find out?
- What do babies eat and drink?
- How do you know if they are happy/sad?
- What is needed for babies to grow and stay healthy?
- Are there some things you can tell us about becoming a parent?
How can we tell others about our visit?
- Shall we make a display in our classroom?
- Could we do a show and tell at assembly?
- Do we need to take photographs?
- Who might take them?
Where will we assemble?
- In the classroom/hall?
- Where will they sit?
- Where will we sit?
What will we do at the end
of the visit?
- Who will thank our visitors?
- How will we show them that we have enjoyed their visit?
- Who will show them the way out?
- Who will record the information?
- How will we record the information?
21
22
learning activity 5: Caring for new life (continued)
Display
Following the visit, ask the children to draw
pictures to illustrate the sequence of the visit.
Encourage the children to add speech bubbles
and thought bubbles to show what was said and
how they felt during the visit. Encourage them
to see this from their point of view and from the
visitor’s. Display photographs taken during the visit
and ask the children to write a short commentary.
Also, make a collection of all the things needed
for the care of a baby. This could include baby
clothes, toiletries (empty containers), nappies, toys,
and information books. At a later stage, add the
outcomes of the seed planting activity (see next).
Let’s Investigate
Grow plants from seeds in the
classroom or school garden. Mustard
and cress are favourites. You could also
plant sunflower seeds outdoors. Explain
to the children that like us, the seed
requires many things to make sure it
grows from a tiny seed into a strong
plant. To illustrate this, label six pots and
treat them as follows:
1 No Water
Explain that we all need clean, fresh water (Refer to Wateraid website for
up-to-date information and resources www.wateraid.co.uk).
2 No Soil
Explain that the plants need nourishment from minerals in the soil. Show
examples of what nourishment means to us (Use pictures of a healthy diet
or refer back to Activity 2: Healthy Choices).
3 No Air - Place in an airtight bag
Explain that we all require fresh air and plenty of exercise to ensure our
body remains healthy and fit.
4 No Light - Place in a dark cupboard
Explain that the sunshine provides us with essential vitamins that ensure
we grow strong and healthy.
5 No Heat - Place in the fridge
Explain that we require warmth from the sun and heat in our homes to
grow and develop.
6 Cared for and loved
Ensure that this plant has soil, is watered and placed in a bright, warm,
well ventilated spot. Explain that like us, this plant will flourish as all of its
needs have been taken care of.
In the weeks that follow, assign responsibilities to the children to water
and record progress, etc. Discuss the outcomes of the investigation.
23
24
learning activity : My body
CORE CONCEPT
It is important that children learn the appropriate vocabulary
for discussing aspects of sexuality, growing up and
their body’s physical changes. This will allow them to
communicate confidently about themselves. When children
begin school, it is quite normal for them to have other
names for their genitals. However, you should encourage
the children to use the proper terms for parts of the body
and bodily functions from the earliest age so that these
terms are given status and acceptability.
SUGGESTED SUCCESS CRITERION
We will learn and use the correct names for different parts
of our bodies.
Parents Informed
Distribute a copy of the letter in
Resource E to parent(s)/carer(s) to
keep them informed of the nature of
work the class will be involved in.
POINTS TO NOTE
There is a great deal of power in language, and not being familiar with the
biological terms for the body can put children at a disadvantage. To give
children this vocabulary, we recommend that you use everyday situations to
express words for the body and bodily functions naturally and without undue
emphasis.
The following activities present a variety of opportunities to introduce
terminology for body parts in the context of hygiene practice, illness, injury,
swimming, etc. We have not included the words to be used in the suggested
text or questions. This should be at your discretion in accordance with your
school’s Relationships and Sexuality Education (RSE) policy.
WHAT YOU NEED
- Letter for Parent(s)/Carer(s)
(Resource E)
- Teacher’s Notes (Resource F)
- Appropriate picture books
and pictures
WHAT TO DO
- Parents Informed
- Story Books
- Pictures
.
r
D
.
r
D
Story Books
Pictures
Source an appropriate book that
deals with familiar subjects like
bath time, bedtime, or going to
the swimming pool or the beach.
Other useful story books have
been carefully written to reassure
children about less familiar
experiences, like a new baby in
the family or a visit to a doctor or
hospital. (See Resource section for
examples).
Source appropriate pictures that feature children
at the seaside or swimming pool wearing their
swimwear. Involve the children in a discussion
about the picture, for example What do you think is
happening in this picture? Do you like going to the
beach or swimming pool? What kind of weather is it?
How do you think the children are feeling? Why do
you say this? Do you think they are having fun? What
equipment have they brought with them? What can
you do with these? What are the children wearing?
What parts of their bodies can you see? What parts
can you not see?
Choose one that is suitable and
tell the children the story, either as
a class or in a small group. In the
follow-up discussion, talk to the
children about how they can tell
whether a character in the book
is a boy or a girl. This presents a
way for the children to learn the
biological names for the external
parts of the male and female
body. In the case of keeping clean
or a visit to the doctor or hospital,
it may be particularly appropriate
to talk about parts of the body.
The parts the children cannot see will include the
tummy, blood, bones, the heart and so forth as well
as some external parts of the male and female body.
If the children use colloquial terms, give them the
biological names as outlined in your school’s RSE
policy. A picture illustrating a visit to the doctor or
hospital might include similar vocabulary. Likewise,
an appropriate picture of a baby being bathed
may present the opportunity to tell the children the
biological names for the external parts of the male
and female body.
y
d
bo
25
26
Resource A
Personal Development and Mutual Understanding Yellow Unit
learning activity 1 : Senses all around
On the Ning
Nang Nong Poem
On the Ning Nang Nong
Where the cows go Bong!
And the Monkeys all say Boo!
Ping!
There’s a Nong Nang Ning
Where the trees go Ping!
And the teapots Jibber Jabber Joo.
On the Nong Ning Nang
All the Mice go Clang!
And you just can’t catch them when they do!
So it’s Ning Nang Nong,
Cows go Bong!
Nong Nang Ning
Trees go Ping!
!
g
n
o
B
!
g
n
a
l
C
Nong Ning Nang
Mice go Clang!
What a noisy place to belong,
Is the Ning Nang Ning Nang NONG!!
By Spike Milligan
27
28
Resource B
Personal Development and Mutual Understanding Yellow Unit
learning activity 3 : Five Iittle children
Five Little
Children Poem
Five little children playing on the floor,
One got the chicken pox
And then there were four.
Four little children climbing up a tree,
One fell and broke his leg
And then there were three.
Three little children playing peek-a-boo,
One started coughing
And then there were two.
Two little children having lots of fun,
One fell and bumped her nose
And then there was one.
One lonely little child,
Playing in the rain
Waiting for her friends to be well again.
,
o
w
t
,
e
n
o
,
e
e
thr
e
v
fi
,
r
u
fo
29
30
Resource C
Personal Development and Mutual Understanding Yellow Unit
learning activity 3: Five little children
Figures
31
32
Resource D
Personal Development and Mutual Understanding Yellow Unit
learning activity 5: Caring for new life
Alfie’s New
Baby Sister
Alfie missed his Mummy when she was in
hospital. He went to visit her, but there were
so many other people there, he didn’t get the
chance to tell her all his news. He wanted to
tell her how Jon had pushed him in the yard
and how he had painted a picture of a purple
dinosaur in school.
He wondered how interested Lucy
would be in playing football when
she grew older.
One afternoon when Alfie came in from school,
he found his Mummy had gone to bed. She
wasn’t getting much sleep at night because of
the new baby. She was very tired.
Alfie thought that when his Mummy came
home from hospital everything would be
the way it had been before. But the new baby
took a lot of caring for. She was a very hungry
baby. She needed to be fed every four hours.
She even needed to be fed in the middle of
the night when everyone else was asleep.
Baby Lucy had just been fed and changed, but
she just wouldn’t stop crying. Granny tried to
soothe her. ‘Shhh! You’ll wake your Mummy!’
she whispered as she rocked her gently. Lucy
kept crying.
Feeding baby Lucy took ages because every
now and then Mummy had to stop feeding
her and rub her back and wait until she
gave a little burp. ‘That’s wind’, explained
Mummy. ‘I need to ‘wind’ Lucy or she will
get a pain in her tummy.’ Lucy’s nappy
needed to be changed every time she was
fed and at other times, too.
Daddy carried Lucy down the garden, showing
her the trees and the sky and the birds. But
she just kept on crying. He came back into the
house. ‘That didn’t work!’ he said. ‘Let me
try!’ said Alfie. So Alfie sat down in an armchair
and very gently Daddy put baby Lucy in Alfie’s
arms. Daddy showed Alfie the proper way to
hold her. And very, very carefully Alfie held Lucy,
supporting the back of her head like his Dad
had shown him.
Alfie hadn’t realised how tiny the baby would
be or that she wouldn’t be able to do very
much. All the plans Alfie had made would
have to wait. ‘You were once like this!’ said
Daddy, ‘and look at what a big boy you are
now!’ ‘Yes, Lucy will grow,’ thought Alfie to
himself, ‘but she’ll always be a girl.’ He had
been hoping for a baby brother.
Then, very, very softly he told her all about his
day at school, how teacher had said he was
very good at his sums and how he played
football at lunchtime. Baby Lucy stopped crying
and seemed to listen. ‘Well done!’ said Daddy.
As Alfie held this soft, warm bundle on his lap,
he thought to himself, ‘I think I’m going to like
having a little sister after all.’
33
34
Resource E
Personal Development and Mutual Understanding Yellow Unit
learning activity : My body
Letter for
Parent(s) /
Carer(s)
35
Class Teacher
Thank you for your co-operation,
If you require a further copy of our school’s RSE policy, please do not hesitate to contact
the school.
You might also consider looking at the books that you read with your child. Talk about
the pictures, and use the natural opportunities that may arise to introduce names for
parts of the body, if appropriate.
Talk about Bath-Time
- What is fun about having a bath?
- What do you like least about having a bath? Why?
- What parts of your body do you wash while you’re having a bath?
- What do you do when you get out of the bath?
Talk about Swimming
- What do you like best about going swimming?
- What do you like least about going swimming? Why?
- Where do you change for swimming?
- How would you know the difference between a boy and a girl?
Likewise, opportunities may arise at home for you to introduce and name different body
parts, for example in the context of your child’s hygiene practice or perhaps after a visit
to the swimming pool. The following are suggested Home Activities for you to undertake
with your children on the theme of My Body:
Opportunities will arise in the classroom situation where the children will be given
the correct names for the different parts of the body. This will be done as naturally as
possible and without undue emphasis or fuss.
In class, the children are learning about their bodies and the correct names for all parts
of the body. We are guided in this by our school’s Relationships and Sexuality Education
(RSE) policy, which has been drawn up in consultation with parents, teachers and
management.
Dear Parent(s)/Carer(s),
Date
Insert school logo or letter head
36
Resource F
Personal Development and Mutual Understanding Yellow Unit
learning activity : My body
Teacher’s
Notes
It is important for children to learn the appropriate vocabulary needed
for discussing aspects of life related to sexuality, growing up and their
body’s physical changes so that they can communicate confidently
about themselves.
When children begin school, it is quite normal for them to have other
names for their genitals. However, you should encourage the use of
proper terms for parts of the body and bodily functions from the earliest
age so that these terms are given a status and acceptability.
As children grow older and become comfortable with these words, they
can discuss aspects of their growth and development at greater ease.
They also are less likely to resort to inappropriate or vulgar language
when referring to the body or bodily functions.
Your school’s RSE policy should make clear what your role is (and its
limits) when opportunities arise informally in class to clarify language.
A simple example of this might be where a child whose mother is
expecting a baby says, My Mummy has a baby in her tummy. The policy
should indicate whether you, as the teacher, can take that opportunity to
explain that the special place in the woman’s body where a baby spends
the nine months before it is born is called the womb.
In the Living. Learning. Together resource, we suggest that you use a
number of pictorial clues to suggest which is the boy and which is the
girl. That a boy has a penis and a girl hasn’t may be one way the children
suggest that they can tell which is which. The children will probably use
colloquial terms to describe the penis, and it is possible that they won’t
have a specific name for the external female genitalia. (The vulva is
external and is the correct term for the opening of the vagina, which is
external. The urethra is the duct through which urine is passed).
Your school’s RSE policy will indicate which biological terms for the body
you are to use and the ages at which they are to be introduced.
For further information, see Guidance for Primary Schools Relationships
and Sexuality Education (CCEA: 2001) 1 85885209 9
37
Notes Page
39
Suggested stories
Berger, M. Germs Make Me Sick!
(1995) HarperCollins 0 06445154 2
Ross, T. Wash Your Hands!
2004 Picture Lions 0 00715072 5
Graham, B. The Red Woollen Blanket
1987 Walker Books 0 74457557 5
Verdick, E. Germs Are Not for Sharing
2006 Free Spirit Publishing 1 57542196 8
Kindersley, D. See How They Grow series
2007 0 75663015 0
Waddell, M. Once There Were Giants
2001 Walker Books 0 74457836 1
Kingsley, D. My First Look At Touch
1990 Random House 0 67980623 7
Wilson, S. Tommy Catches a Cold
1998 Simon & Schuster 0 43906129 6
Manning, M. and Granstrom, B.
Wash, Scrub, Brush
2000 Franklin Watts Ltd 0 74963684 X
First Experiences - Going to the doctor/
dentist/hospital from the Usbourne series:
informative, reassuring stories that help
children to prepare for new experiences
Suggested songs
and rhymes
Suggested
additional resources
Breeze, L. and Nicholls, S.
Bobby Shaftoe, Clap Your Hands
(1992) A & C Black.
- A Feely Game
Relationships and Sexuality Education
(CCEA: 2001) Guidance for Primary Schools
1 85885 209 9
Nicholls, S.
Michael Finnigin, Tap Your Chinigin
(1998) A & C Black.
- Bread is sliced
Sanderson, A.
Me: Songs for 4-7 Year Olds
(Songbirds Series) (1997) A & C Black.
- Bones
- Doctor, doctor
- Food wrap
- Head Shoulders Baby
- Jelly Belly
Drugs: Guidance for Schools in Northern Ireland
(CCEA) 185885 652 3
Education and Library Boards
Each of the Education and Library Boards has staff
with responsibility for assisting schools in developing
a drugs policy or education programme.
Citizenship and Safety Education (CASE)
This is a program developed by the PSNI that delivers
drug education in partnership with the school.
Websites:
www.rospa.org
Practical resources for teachers includes detailed
plans and assembly ideas
www.niesafety.co.uk
Northern Ireland electricity safety website
www.healthpromotionagency.org.uk
and www.drugsalcohol.info
Useful sites from the Health Promotion Agency for N.I.
www.hseni.gov.uk
Health and Safety Executive for N.I. (HSENI)