Small Steps Project
Supporting Motivation Achievement & Lifelong Learning
Skills To Enlighten Prosper and Succeed
Alternative Learning Project 2010-2012 (Early Intervention)
Theme 5 Activities
Relationships
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SMALL STEPS PROJECT
Relationships
SMALL STEPS THEME 5 (6 WEEKS) SEAL THEME 6
Year Group
Term
Theme number, Theme title, Key social and emotional aspects of
learning
5. Relationships
• Self-awareness
• Managing feelings
• Empathy
Links to PHSE/Citizenship KS1
Ks1
Developing confidence and responsibility and making the most of
their abilities
1a. to recognise what they like and dislike, what is fair and unfair,
and what is right and wrong
1b. to share their opinions on things that matter to them and
explain their views
1c.to recognise, name and deal with their feelings in a positive
way
1d to think about themselves, learn from their experiences and
recognise what they are good at
Preparing to play an active role as citizens
2c. to recognise choices they can make, and recognise the
difference between right and wrong
Key Learning Opportunities (6 weeks)
Exploration of feelings around relationships, family, friends and
coping with loss.
Objectives

Changing an unfair situation.

Being pleased for someone’s achievements.

Telling the truth, saying sorry or making amends.

Helping someone who is feeling sad or lonely.
How to choose an activity
Choose the focus of the lesson depending on the children’s needs,
age and ability. Find the colour coded activities that relate to the
learning focus of your lesson and adapt the activity accordingly to
the groups needs.
‘I can’ Statements Colour Coding
Activities have been linked to ‘I can statements’ and ‘learning
focus’
Each school and group will have it’s own individual Learning
Requirements. This is just a general resource in which the
objectives and activities can be adapted to the age/needs of the
individual children or groups of children.
Some of the activities may be suitable for other Themes but have
been grouped in the most suitable theme.
Links to PHSE/Citizenship KS2
Ks2
Developing confidence and responsibility and making the most
of their abilities
1a. to talk and write about their opinions, and explain their views,
on issues that affect themselves and society
1b. to recognise their worth as individuals by identifying positive
things about themselves and their achievements, seeing their
mistakes, making amends and setting personal goals
1c. to face new challenges positively by collecting information,
looking for help, making responsible choices, and taking action
Preparing to play an active role as citizens
2c. to realise the consequences of anti-social and aggressive
behaviours, such as bullying and racism, on individuals and
communities
Understanding my feelings:
Managing my feelings:
Understanding the feelings of others:
Social skills:
Making choices:
Knowing myself
Belonging:
Self awareness:
Understanding rights and responsibilities:
Cross Curricular Links
SMALL STEPS PROJECT
Relationships
SMALL STEPS THEME 5 (6 WEEKS) SEAL THEME 6
2d. to agree and follow rules for their group and classroom, and
understand how rules help them
Developing good relationships and respecting the differences
between people
4a. to recognise how their behaviour affects other people
4b. to listen to other people, and play and work cooperatively
4c. to identify and respect the differences and similarities between
people
4d. that family and friends should care for each other
2d. that there are different kinds of responsibilities, rights and
duties at home, at school and in the community, and that these
can sometimes conflict with each other
2e. to reflect on spiritual, moral, social, and cultural issues, using
imagination to understand other people's experiences
2f. to resolve differences by looking at alternatives, making
decisions and explaining choices
Developing good relationships and respecting the differences
between people
4a. that their actions affect themselves and others, to care about
other people's feelings and to try to see things from their points of
view
4c. to be aware of different types of relationship, including
marriage and those between friends and families, and to develop
the skills to be effective in relationships
4d. to realise the nature and consequences of racism, teasing,
bullying and aggressive behaviours, and how to respond to them
and ask for help
4e. to recognise and challenge stereotypes
4f. that differences and similarities between people arise from a
number of factors, including cultural, ethnic, racial and religious
diversity, gender and disability
4g. where individuals, families and groups can get help and
support.
Links to Early Learning Goals
‘I Can Statements’ Nursery
Relationships
Understanding my feelings:
I can tell you how I feel if I am missing someone or have lost
someone or something I care about.
I can tell when I am feeling sad or angry.
I can show someone when I am feeling sad, angry or happy.
Managing my feelings:
I am beginning to understand that, if someone leaves me, they
can still love me.
I can remember someone I care about even if they are not there.
I can talk about how I can feel better when I am feeling sad or am
‘I Can Statements’ Reception
Relationships
Understanding my feelings:
I can tell you how it feels when things are unfair.
Making choices:
I can tell you when I think things are fair or unfair.
I can tell you what is fair and unfair.
I know some ways I can make things fair.
SMALL STEPS PROJECT
Relationships
SMALL STEPS THEME 5 (6 WEEKS) SEAL THEME 6
missing someone.
Understanding the feelings of others:
I can tell if someone is happy, sad or angry.
‘I Can Statements’ Year1
Relationships
Knowing Myself:
I know the people who are important to me.
Understanding my feelings:
I can tell you about something that has made me jealous.
I can tell when I feel proud or jealous.
I understand that being unkind or hurting someone doesn’t make
me feel better.
Managing my feelings:
I can feel proud on behalf of my friends when they have done
something well.
I can think of ways to make me feel better when I am hurt.
I can make myself feel better without hurting others.
‘I Can Statements’ Year 2
Relationships
Knowing Myself:
I can tell when I feel cared for.
I can tell when I love or care for someone.
Understanding my feelings:
I can tell you how I feel when I lose someone or something I care
about.
Managing my feelings:
I can share people I care about.
I can talk about my feelings when I feel alone.
I can talk about my feelings when I have to share someone or
something that is important to me.
Understanding the feelings of others:
I understand that if someone leaves me, they might still love me.
I understand that people have to make hard choices and
sometimes they have no choice.
‘I Can Statements’ Year 3
Relationships
Knowing Myself:
I can tell when something is my fault and when something is not
my fault.
I can take responsibility for my behaviour.
I can tell you the things that hurt my feelings.
Understanding my feelings:
I can express feelings of guilt.
I can say when I might feel guilty.
I know when I will feel guilty and use this when I make a choice.
Managing my feelings:
I can tell when I feel ashamed about something.
I know when to tell someone about it.
I know some things to do when I feel guilty.
Understanding the feelings of others:
I can understand how I might hurt others.
Social skills:
I can tell you how I can make someone who is important to me
happy.
I can tell you some ways to make amends if I have done
something cruel or unkind.
Making choices:
I can take responsibility for what I choose to do.
I know how to make a good choice.
‘I Can Statements’ Year 4
Relationships:
Understanding the feelings of others:
I know how most people fee; when they lose something or
someone they love.
Social skills:
I can tell you how I feel about the important people or animals in
‘I Can Statements’ Year 5
Relationships
Knowing Myself:
I can think about what embarrasses me and learn something
about me that I didn’t know before.
Understanding my feelings:
I can tell you about a time when I felt embarrassed and what it felt
‘I Can Statements’ Year 6
Relationships:
Understanding my feelings:
I understand that there is not just one way to grieve.
Managing my feelings:
I can use some strategies to manage feelings associated with loss.
I can tell when I am hiding a feeling and then choose to share it
SMALL STEPS PROJECT
Relationships
SMALL STEPS THEME 5 (6 WEEKS) SEAL THEME 6
my life.
I know some ways to celebrate the life of someone I care about.
I can tell you about someone I no longer see.
I understand that we can remember people even if we no longer
see them.
like.
Managing my feelings:
I know some thing to do when I feel embarrassed that will not
make things worse.
Understanding the feelings of others:
I have helped someone who felt embarrassed.
I know how to make people feel good about themselves.
Social skills:
I can tell you about the people who are important to me.
I can give and receive a compliment (not in Theme Overview)
I can recognise when I am using a put-down.
I can recognise stereotyping.
I can try to challenge stereotypes.
Making choices:
I can use a problem-solving approach to sorting out an
embarrassing situation.
Nursery/Foundation
KS1
Activity 1 Family Tree
(Theme 5)
FocusKnowing Myself
Activity 2 Art and design and music:
(Theme 5)
FocusUnderstanding the feelings of others:
Suggested I can statements;Knowing Myself:
I know the people who are important to me.
Suggested I can statements;Understanding the feelings of others:
I can tell if someone is happy, sad or angry.
Family Tree
Art and design and music:
Talk about families, who is important to them and why. Talk about
getting older, family trees etc. Be sensitive to some issues that
might arise. For example children who do not see their parents
etc.
Children to cut out leaves from green paper or use leaf rubbings
that you cut out. Each leaf will represent a person in the child's
Children could so paintings or drawings of themselves;
expressions of jealousy, feeling sad or left out.
Make music or dance that expresses these feelings.
Link to story, drama of the ugly duckling
with someone.
Understanding the feelings of others:
I know some of the feelings people have when someone close dies
or leaves.
I understand that different people show their feelings in different
ways.
Social skills:
I can tell you about the people who are important to me.
I can help support someone who is unhappy because they have
lost someone or something.
I can break friends with someone without hurting their feelings.
I can think about when to forgive someone.
I can forgive someone.
Making choices:
I understand when breaking friends might be the best thing to do.
KS2
Activity 3 Special things
(Theme 5)
Focus- ;Understanding my feelings
Managing my feelings:
Understanding the feelings of others
Suggested I can statements
Understanding my feelings:
I understand that there is not just one way to grieve.
Managing my feelings:
I can use some strategies to manage feelings associated with loss.
Understanding the feelings of others:
I know some of the feelings people have when someone close dies
or leaves.
I understand that different people show their feelings in different
ways
SMALL STEPS PROJECT
Relationships
SMALL STEPS THEME 5 (6 WEEKS) SEAL THEME 6
family and should be big enough to write that person's name on
the leaf.
Write the name of each person on their leaf. You might want to
include the relative's relationship to the child, like "Grandma
Joan."
Glue the leaves to the tree.
Put the child's generation at the top of the tree, the parents at the
second level, and the grandparents at the bottom.
Activity 4 Important people in my life
(Theme 5)
FocusKnowing Myself
Managing my feelings:
Suggested I can statements;Knowing Myself:
I know the people who are important to me.
Managing my feelings:
I am beginning to understand that, if someone leaves me, they can
still love me.
I can remember someone I care about even if they are not there.
I can talk about how I can feel better when I am feeling sad or am
missing someone.
Important people in my life
An adult to explain to the children who is important to them and
why – perhaps show a photo of this person – it could be their own
children, a friend, a parent etc.
Give examples of which sort of people may be important to them
e.g. members of the family, friends, people who care for them e.g.
foster parents, carers in respite care places, people at school, at a
Activity 5 My Family bear
(Theme 5)
FocusKnowing Myself
Suggested I can statements;Knowing Myself:
I know the people who are important to me.
My Family bear
A printout of our bear
Coloring pens, pencils or crayons
A list of questions - make up your own or use ours
Give each child a black and white bear. Ask them to listen to your
questions and color in their bears in answer to the questions. For
example you might say “Do you have any sisters or brothers? If
you have a sister color the bear’s tummy red, if you have a
brother color it blue, if you have both color the bear’s tummy
purple”. It is best to keep questions down to two or three
answers, particularly with younger children.
Special things
Children design and make a package in which to keep a collection
of things that are very special to them. For some children, this
might be things that remind them of a special pet or even a
person who is no longer with them. Sensitively introduce
opportunities to talk individually about the sort of item that could
be kept in the package the children will design and make.
Encourage them to talk about what is special about the item that
will be stored or displayed. Ensure that it is appropriate to bring
such an item to school, and carefully suggest alternatives if
necessary.
Activity 6 Empathy glasses
(Theme 5)
FocusUnderstanding the feelings of others:
Suggested I can statements;Understanding the feelings of others:
I understand that different people show their feelings in different
ways.
Empathy glasses
Empathy glasses’ - Print on card. Children can then colour and
individualise them. There is space on one arm to write their name.
To be used as a visual reminder and something action based for
the children to use when trying to put themselves in other
people's shoes. Brainstorm ideas about how someone else might
be feeling.
For example ‘someone has broken --- toy- how is she feeling, put
glasses on and pretend you are in their shoes.
SMALL STEPS PROJECT
Relationships
SMALL STEPS THEME 5 (6 WEEKS) SEAL THEME 6
church / religious building, in a club where they go
·
Encourage the children to think about which people are
important to them. Can they say their name and why they are
important to them
Draw themselves with their special person on the worksheet.
Activity 7 Emotion fans
(Theme 5)
FocusUnderstanding the feelings of others:
Activity 8 Teddy's in trouble
(Theme 5)
FocusMaking choices:
Activity 9 Moral Dilemma worksheet.
(Theme 5)
FocusMaking choices:
Suggested I can statements;Understanding the feelings of others:
I can tell if someone is happy, sad or angry.
Suggested I can statements;Making choices:
I can take responsibility for what I choose to do.
I know how to make a good choice.
Emotion fans
Teddy's in trouble
Suggested I can statements;Making choices:
I can use a problem-solving approach to sorting out an
embarrassing situation.
I can take responsibility for what I choose to do.
I know how to make a good choice.
Using emotion fans children to indicate how they would feel in
certain situations. e.g. it is your birthday how do you feel.
Someone has broken your toy etc.
Aims: For pupils to start to participate, develop a sense of fair play
and a willingness to admit to and learn from mistakes, beginning
to identify unfairness and take appropriate action.
What to do: You will need:
a glove-puppet or toy.
Using the glove-puppet or class toy as the focus, talk about
personal incidents that occur in school, and ask the pupils to
suggest what to do. For example, Teddy can't remember what to
do if he or she wants to go to the toilet - can anyone help? (Ask
the teacher.) Teddy was fighting in the playground today - can
anyone remind help him or her what to do? (Tell a teacher or peer
mediator about problems rather than fight.)
Planned outcome: For pupils to understand that they can make
mistakes and forget things, but that they can learn from these
mistakes and that others around them can help.
Activity 10 The important people in my life
(Theme 5)
Focus-
Activity 11 Who can Help Me?
(Theme 5)
Focus-
Moral Dilemma worksheet.
Read out the moral dilemmas one at a time.
For example:1. Carl has £5, which he decides to give to somebody who really
needs it. He knows there are lots of people that need money
more than him and he doesn’t know who to choose. He knows
two people that really need his money. There is a homeless man
on his road who always looks cold and needs money. There is also
a charity envelope from his school, which is collecting money for
people hurt in Earthquakes. Carl can only give money to one of
these two causes.
WHO WOULD YOU GIVE THE MONEY TO AND WHY? GIVE 3
REASONS IF YOU CAN
Explain to the children that there is no right or wrong answer, just
different opinions.
Continue with the other dilemmas.
Activity 12 Different but also the same
(Theme 5)
Focus-
SMALL STEPS PROJECT
Relationships
SMALL STEPS THEME 5 (6 WEEKS) SEAL THEME 6
Knowing Myself
Managing my feelings
Suggested I can statements;Knowing Myself:
I know the people who are important to me.
Managing my feelings:
I am beginning to understand that, if someone leaves me, they can
still love me.
I can remember someone I care about even if they are not there.
I can talk about how I can feel better when I am feeling sad or am
missing someone.
Knowing Myself:
Suggested I can statements;Knowing Myself:
I know the people who are important to me.
Who can Help Me?
Draw pictures in their learning logs of people who can help them
at home or in school.
Knowing Myself
Understanding the feelings of others
Social skills
Suggested I can statements;Knowing Myself:
I know the people who are important to me.
Understanding the feelings of others:
I understand that different people show their feelings in different
ways.
Social skills:
I can tell you about the people who are important to me.
The important people in my life
Help students develop concepts of "young, younger, youngest"
and old, older, oldest" by asking them to apply these terms to
pictures of familiar things, such as houses, pets, trees, cars, and
people.
Put the children in order of age. Put adults in order of age and talk
about experiences.
Ask students to make a list of activities they can or cannot do now.
What can they do now that they could not do as a baby? Have
them examine the list for activities they can or cannot do when
they grow older. Discuss growing older as a process of growth,
development, and change.
Sequence growing older pictures (sparklebox) and talk about each
stage of getting older. What do the children think we need at
each stage of our lives? i.e. support as a child and support as an
adult etc.
Talk about people of different ages who are important to them in
their lives. Brothers/sisters/parents/grandparents etc.
Different but also the same
As a class sort the pictures of people into
the following categories; young, old, men, women, black, white,
short, tall, disabled etc. Discuss how these people can overlap into
different categories, how they are different but also the same (i.e.
they all need food, love,
friendship etc).
Draw large circles on the playground / recreation area floor and
ask everyone to jump into them
when something is called out that applies to them. Use
statements such as these first of all:
I have long hair
I have brown eyes
I like Harry Potter books
I live in ----- Street
I don’t like cheese
I belong to the maths club
I don’t support Manchester United
Add additional questions to suit the group
Then use statements such as these, again asking everyone to jump
into the circles when something
is called out that applies to them:
SMALL STEPS PROJECT
Relationships
SMALL STEPS THEME 5 (6 WEEKS) SEAL THEME 6
Activity 13 Different and Special
(Theme 5)
FocusKnowing Myself
Social skills:
Suggested I can statements;Social skills:
I can tell you how I feel about the important people or animals in
my life.
Knowing Myself:
I know the people who are important to me.
Different and Special
Invite them to choose one person from the class and to say one
way in which that person is different from themselves, and also to
say one thing which they think is special about that person. Draw a
Activity 14 Who is important and why?
(Theme 5)
FocusKnowing Myself
Suggested I can statements;Knowing Myself:
I know the people who are important to me.
Who is important and why?
An adult to explain to the children who is important to them and
why – perhaps show a photo of this person – it could be their own
children, a friend, a parent etc.
Give examples of which sort of people may be important to them
e.g. members of the family, friends, people who care for them e.g.
foster parents, carers in respite care places, people at school, at a
church / religious building, in a club where they go
·
Encourage the children to think about which people are
I need a home
I need my family
I need clean water
I need clothes
I need to go to school
I need to stay healthy
I need to be cared for
I need to be unafraid
I need to be safe
From the first set of statements the children will begin to realise
that people are different in many
ways. These differences are what make us individuals in our own
right and allow us the right to make our own choices and have our
own views and opinions that should be respected.
The second set of statements show that although we may be
different, all human beings have some needs that are the same
and which must also be respected by everyone. When conflict
happens those basic needs may be withdrawn or destroyed.
Discuss things that everyone needs.
Activity 15 When spiders webs unite they can tie up a lion
(Theme 5)
FocusMaking choices
Suggested I can statements;Making choices:
I can use a problem-solving approach to sorting out an
embarrassing situation.
I can take responsibility for what I choose to do.
I know how to make a good choice.
When spiders webs unite they can tie up a lion
Things To Talk About
What do you think this quote means?
How does it apply to your everyday life?
Is it always better to do things in groups? Are there circumstances
SMALL STEPS PROJECT
Relationships
SMALL STEPS THEME 5 (6 WEEKS) SEAL THEME 6
picture of that person
important to them. Can they say their name and why they are
important to them? Children to think of 5 people who are
important to them, draw around their hand and write the names
of their special people and why they are important to them on
each finger.
Adult to scribe if necessary.
Draw themselves with their special person.
and situations when you can work better alone?
If you and your friends were the spider, what might the lion be?
This proverb paints a picture - of many industrious spiders
weaving their webs to cover and conquer a mighty lion. By doing
so, it teaches us something and gives us a way to remember it. Is
it a good way of teaching? Can you think of or find any more
proverbs which teach us the same, or similar, thing?
Activity and Extension Ideas
Brainstorm some ways in which you could "unite" with friends or
classmates to conquer a big problem or task.
Can you think of any events - in history or the current day - where
spiders have conquered a lion?
One very famous event in British history was the evacuation of
Dunkirk during the Second World War. Can you find out what
happened? Is this what the proverb means?
Sometimes a problem seems too big for each of us to do anything
about it. But perhaps if we all joined together, or each one of us
made a contribution, we would make a difference. This is why we
should learn to recycle, conserve energy, and do what we can to
save the planet. How can you help?
Get together in groups and brainstorm ways to solve a problem then take some action!
Make your own version of this poster - or even a 3D model - to
display at home or at school.
Where is Ethiopia? What can you find out about it?
Can you find any more Ethiopian proverbs on the internet?
Activity 16 Friendships
(Theme 5)
FocusKnowing Myself
Social skills
Making choices
Activity 17 The ways friendships work
(Theme 5)
FocusKnowing Myself
Social skills
Making choices
Suggested I can statements;Social skills:
I can tell you how I feel about the important people or animals in
Suggested I can statements;-
Activity 18 Picture frame
(Theme 5)
FocusKnowing Myself
Social skills
Suggested I can statements;Social skills:
I can tell you how I feel about the important people or animals in
my life.
Knowing Myself:
SMALL STEPS PROJECT
Relationships
SMALL STEPS THEME 5 (6 WEEKS) SEAL THEME 6
my life.
Knowing Myself:
I know the people who are important to me.
Making choices:
I can take responsibility for what I choose to do.
I know how to make a good choice
Friendships
Discuss friendships considering the following points.
• sharing goods and pastimes
• helping when friends are ill or injured
• standing together when one friend has a problem
• sharing ideas and secrets
• keeping in touch when they are apart
• sharing time together
• remembering important times
• being loyal
• experiencing bad times as well as good.
Knowing Myself:
I can tell when something is my fault and when something is not
my fault.
I can take responsibility for my behaviour.
Social skills:
I can tell you how I can make someone who is important to me
happy.
Making choices:
I can take responsibility for what I choose to do.
I know how to make a good choice.
I know the people who are important to me.
Picture frame
Ask the children to draw a picture of themselves inside a beautiful
picture frame with someone they admire or respect. Can they say
how this person is different from themselves?
The ways friendships work
As a class brainstorm the ways friendships work. This could be
copied down or kept up in the classroom as a reminder.
Discuss some of the things that people to their friends. For
example, hit them or helped them carry something. Make a clear
distinction between good and bad. Write these on paper and stick
them to your board. At the
end of the lesson you could get the pupils to decide which are
good and which should be put in the dustbin!
Activity 19 Comfortable and uncomfortable feelings
(Theme 5)
FocusUnderstanding my feelings
Managing my feelings
Understanding the feelings of others:
Activity 20 "Feelings Faces"
(Theme 5)
FocusUnderstanding my feelings
Managing my feelings
Understanding the feelings of others
Suggested I can statements;Understanding my feelings:
I can tell when I am feeling sad or angry.
I can show someone when I am feeling sad, angry or happy.
Managing my feelings:
I can remember someone I care about even if they are not there.
I can talk about how I can feel better when I am feeling sad or am
Suggested I can statements;Understanding my feelings:
I can tell when I am feeling sad or angry.
I can show someone when I am feeling sad, angry or happy.
Managing my feelings:
I can remember someone I care about even if they are not there.
I can talk about how I can feel better when I am feeling sad or am
missing someone.
Activity 21 Good Friend Profile
(Theme 5)
FocusSocial skills
Knowing Myself:
Suggested I can statements;Social skills:
I can tell you how I feel about the important people or animals in
my life.
Knowing Myself:
I know the people who are important to me.
SMALL STEPS PROJECT
Relationships
SMALL STEPS THEME 5 (6 WEEKS) SEAL THEME 6
missing someone.
Understanding the feelings of others:
I can tell if someone is happy, sad or angry.
Understanding the feelings of others:
I can tell if someone is happy, sad or angry.
"Feelings Faces"
Comfortable and uncomfortable feelings
Make lists of comfortable and uncomfortable feelings (e.g. happy,
proud, excited / angry, sad, embarrassed)
Discuss: How do we show (each of these feelings) to other people?
How do other people feel when we show our comfortable
feelings? How do other people feel when we show our
uncomfortable feelings? How does expressing our feelings help us
get along better with each other?
Play games. Place your list words on separate pieces of small
paper in a bag or a hat, or use pictures of various feeling faces.
Play music and stop at intervals for students to draw one out and
show that feeling in their face, voice and body. Classmates guess
the feeling expressed. Talk about what the student did to show
the feeling and how that expression made others feel. Students
can also describes a time when they felt that way.
Reflect on feelings about starting a new school year, meeting
new children and teachers, and experiencing new environments.
Discuss: What are feelings? Does everyone have feelings? ...the
same feelings? ....express them the same way? How did you feel
about meeting new children in your class? ...already knowing
some of the children? ...having a new teacher? ...already knowing
some of the teachers you have? ...coming to a new place for
school? ...coming to a familiar place?
Talk about experiences which generate particular feelings e.g.
Can you tell us an example of a time you felt sad? How would you
feel if... your friend said he likes your new haircut? ...your sister
won a new bicycle? ...someone took your ball from you at
playtime?
List all the feelings discussed on a large sheet of paper, leaving
enough space for a collage of pictures cut from magazines, or
photographs of students demonstrating their "feelings faces".
Activity 22 Message of friendship
(Theme 5)
FocusUnderstanding my feelings
Managing my feelings
Understanding the feelings of others
Activity 23 Brainstorm
(Theme 5)
FocusKnowing Myself
Understanding my feelings
Understanding the feelings of others
Making choices
Suggested I can statements;Understanding my feelings:
I can tell you how I feel if I am missing someone or have lost
someone or something I care about.
I can tell when I am feeling sad or angry.
Suggested I can statements;Knowing Myself:
I can tell when something is my fault and when something is not
my fault.
I can take responsibility for my behaviour.
Good Friend Profile
Create a profile about a good friend they have. This could include
a picture and an example showing good things they have done for
you
SMALL STEPS PROJECT
Relationships
SMALL STEPS THEME 5 (6 WEEKS) SEAL THEME 6
I can show someone when I am feeling sad, angry or happy.
Managing my feelings:
I am beginning to understand that, if someone leaves me, they can
still love me.
I can remember someone I care about even if they are not there.
I can talk about how I can feel better when I am feeling sad or am
missing someone.
Understanding the feelings of others:
I can tell if someone is happy, sad or angry.
I can tell you the things that hurt my feelings.
Understanding my feelings:
I know when I will feel guilty and use this when I make a choice.
Understanding the feelings of others:
I can understand how I might hurt others.
Making choices:
I can take responsibility for what I choose to do.
I know how to make a good choice.
Brainstorm
Message of friendship
To increase your child's abilities to cope with loneliness and
rejection
Young children often break friendships and begin new ones, and
all of them know how it feels when a friend does not want to play
with them any more. Talk to your child about times when they
have felt lonely or rejected, and ask them what they did to feel
better. Encourage them to think of more ideas - singing a favourite
song, cuddling a teddy bear, playing with a favourite toy, thinking
of something nice. See if together you can think of one thing that
your child can keep with them, to comfort them when they feel
lonely or rejected - a picture, a small toy or even a magic word.
This activity is particularly helpful if your child is feeling lonely or
rejected.
Ask your child to name their best friends and say why they like
them so much. Then help them to produce cards for these friends.
Each card should reflect the friendship. If your son likes to play
football with his friend, he might draw a football match or cut out
a picture of his favourite player from a magazine. If your daughter
and her friend both like animals, she can decorate her card with
pictures of animals. Your child should sign the cards and perhaps
add a message of friendship, before delivering or posting them.
Kids frequently act impulsively without thinking things through.
Teach them the following strategy to help them brainstorm all
possible actions and predict consequences before choosing what
action to take. (You might know a few adults who could use the
same kind of assistance!)
Sit: Find a relaxing place to clear your head.
Think: Come up with as many choices as possible.
Organize: Put your choices in order based on the possible
consequences.
Choices with the best consequences should be highest on the list.
Rethink: What did you miss? Try to think of any other actions you
could
possibly take. Remember to think outside the box!
Make the Best Choice: Once all actions and consequences are
clarified, pick what’s best for you. Tell the kids that following this
process step by step makes it much more likely that they will
make sure to do what’s best for them and avoid hasty, impulsive
mistakes.
SMALL STEPS PROJECT
Relationships
SMALL STEPS THEME 5 (6 WEEKS) SEAL THEME 6