who influences me? - curriculum | ccea · the unit deals with the many influences that children of...
TRANSCRIPT
The unit deals with the many influences that children of this age may meet at home, in school and in the local and wider community. The main themes of this unit are:- advertising;- opportunities for risk taking;- situations which the child knows and feels are not right; and- bullying.
Personal Development and Mutual Understanding: Key Stage 1, Year 4Strand 2: Mutual Understanding in the Local and Wider CommunityUnit 7: Who Influences Me?Complementary Units: Difficult Feelings Friendships Money Matters
Who Influences Me?
Teaching approaches
Take a SurveyTake a Trip
Whenever possible, find a way of incorporating an outside visit into the activities. Outside visits can provide the experience of something new and fun, and opportunities to develop friendships. They also allow the children to think about how to plan a visit.
It’s often easiest to go to places within walking distance. Children can be an excellent source of local information, so make sure you include them when planning trips.
For the activity about advertising in this unit you could incorporate a visit to the nearest shops to investigate how the products sold are advertised. You could use this trip to introduce the topic, give ideas part way through or to conclude the topic.
Incorporate using maths to the activities by using surveys. For example in Learning activity 2 of this unit, the children could design a survey to see:- how many children would be willing to enter a karaoke competition; - how much traffic is on a nearby road and if it is safe/risky for cycling; and/or- what out of school free play activities the children take part in and how risky they are.
The results of your surveys will allow you to identify more opportunities for classroom discussion.
RewardRead the Picture
Encourage empathy by using books with pictures rather than writing. Use questions similar to the following to promote discussion rather than literal answers; - What is happening in the picture? - Can you think of a totally different alternative about what is happening? - Who are the characters? - What is their relationship? - How is each feeling? - What makes you think so? - If they were speaking, what might they be saying?
Discuss the range of suggestions given. Conclude that it is good to think about how others are feeling but we never really know unless we ask. If possible, it is always best to check our assumptions.
To encourage anti-bullying behaviours and promote kindness and thoughtfulness, consider including incentives within your reward system which encourage: - being kind to someone;- helping those who are left out;- being a good listener;- giving sound advice;- refusing to join in unkind behaviour; and- acting after witnessing bullying.
To do this it will be necessary to have an environment that:- is clear and consistent about what is considered to be bullying behaviour; and- encourages all those within the school to tell when they see something that they consider to be bullying, knowing that it will be fully investigated.
Explore and discuss learning to live as a member of a community:- beginning to recognise how they relate to adults and other children;- beginning to understand the interdependent nature of the class/school community and themselves as participant members; and- raising awareness of their attitudes to others in the school community.
Building on Foundation Stage
Working at Key Stage 1
Explore developing themselves as members of a community: - recognising the interdependence of members in the school community;- being aware of how the school community interacts, how they listen and respond to each other and how they treat each other;- being aware of who and what influences their views, feelings and behaviour at school;- being aware of who and what influences their views, feelings and behaviour at home; and- understanding how their environment could be made better or worse to live in and what contribution they can make.
Key Experiences in developing themselves as members of a community
Moving towards Key Stage 2
Explore playing an active and meaningful part in the life of the community and be concerned about the wider environment:- exploring and examining what influences their views, feelings and behaviour;- recognising the importance of democratic decision-making and active participation at home and in the classroom;- appreciating the interdependence of people within the community;- knowing about the importance of democratic decision-making and involvement, and the institutions that support it at a local level;- developing an understanding of their role and responsibility as consumers in society;- knowing about the range of jobs and work carried out by different people;- knowing about the process and people involved in the production, distribution and selling of goods;- examining the role of advertising at a local and/or global level; and- exploring how the media presents information.
I know what an advertisement is trying to do.I am beginning to know when I am being influenced by something or someone.I can explain why companies make advertisements.I am able to explain what might make a toy sell well.I am able to give good reasons for why I would like to have a particular toy.I am beginning to stop and think before I say, ‘I want...’I can tell you some risks that might be involved in an activity.I am getting better at deciding if doing something is too risky for me.I know that sometimes I need to say no when others ask me to do something.I know that if I have to say no I should do it in a way that is firm but won’t hurt others.I can describe different types of bullying.I know what it means to witness bullying.I know what to do if I witness bullying and that I can make a situation better or worse by what I do.I can make good decisions when I witness bullying.I know some ways to help someone who is being bullied.
Progress in learning
Key Stage 1, Year 4
2
Understand their role at home, in school and in the local community.
Whenever possible, use a range of interactive strategies to introduce new topics. This will:- attract the children’s attention;- focus their minds on the topic planned; and - through questioning, give you information about what the children already know, what their attitudes are, and their wider understanding of the topic.
Learning together
Who Influences Me?Strand 2: Mutual Understanding in the Local and Wider Community
For example, you could use the following activity to introduce the topic of bullying. Organise the children into groups. Give each group a large sheet of paper and instruct them to fold it twice and then open it flat. The paper should have creases that divide it into four quarters. Ask the children to imagine a scene in which a group of children are watching someone being bullied. Then, invite groups to draw pictures or write words about what is happening in the top left quarter of their page. Next, ask the groups to draw pictures or write words to describe who is doing the bullying. Tell them to record this in the top right quarter of their page. Next, ask the children to use the bottom left quarter of their page to draw pictures and write words to describe what the group of children do when they see the bullying. Finally, ask groups to draw pictures or write about what they would do if they saw someone being bullied. Tell them to record this in the bottom right corner of the page. This activity will allow you to find out: - what the children already know about bullying;- their prejudices and assumptions about those who bully and those who witness bullying; and- their awareness of strategies to use in bullying situations.
Questions to ask include:- What do we already know? - What would we like to find out? - How could we get more information? - Who should we ask? - How can we show our learning?- Who else should we invite to see our work?
Learning intention:
Decide what needs to be done in a group and take responsibility for aspects of the work;
Show the ability to learn from shared and modelled activities;
Adapt behaviour and language to suit different situations;
Show fairness to others; and
Recognise and respect other people’s feelings and ideas.
Self-management
Check that they are achieving their purpose by talking about what they are learning, how the work was carried out and some aspect that might be improved;
Check work routinely for accuracy and precision;
Persist with tasks until an appropriate endpoint, with teacher prompting;
Seek help from other people;
Work towards personal targets identified by teacher; and
Develop an awareness of what they enjoy, what they find difficult, their personal strengths and limitations.
Managing information
Ask more focused questions about the task, clarify purpose and what needs to be done;
Recognise where similar tasks have been done in the past;
Use their own and others’ ideas to identify, locate and select various sources of information;
Set goals for their work, break tasks into smaller parts and plan their next steps;
Record information in a variety of formats; and
Begin to identify audience and purpose when communicating.
Thinking, problem solvingand decision-making
Show their ability to organise and summarise to show understanding;
Sequence, order and rank information along different dimensions;
Identify similarities and differences by making simple comparisons and connections;
Begin to test predictions and to look for evidence;
Make decisions and generate options;
Suggest possible solutions to problems;
Be systematic and work through the stages in a task;
Explain their methods and opinions, and the reasons for choices and actions; and
Recognise the differences between why, what, where, when and how questions.
Being creative
Show curiosity when approaching new tasks and challenges;
Have experiences with all the senses;
Listen to and share ideas and experiences;
Generate as many ideas as possible, building and combining ideas;
Take time to use the imagination. Enjoy the unexpected, unusual and surprising; and
Experiment and investigate real life issues.
Working with others
Develop further habits of collaborative learning;
Become more adept at turn-taking, sharing and cooperating when working in a group or team; 3
Thinking Skills and Personal Capabilities by the end of Key Stage 1
Words and phrases I will hear and use
Products
Advertising
campaign
Across the Curriculum: Connecting the learning
Advertisement
Influence Benefit
4
Art and Design Thinking Skills and Personal CapabilitiesDrama
Consequences
Decision-making skills
Using line, shape and texture to express the ideas of the group
Using imaginative role-play to explore how to say no in a safe environment gives confidence and raises self-esteem
Imagining the different possibilities of what others are thinking
Activity 1Advertising Recognising the influence of advertising.
Activity 2I can think for myselfUnderstanding the need to assess the wisdom of the advice of others in situations that may not be safe.
Activity 3I can say no! Learning to say no in a way that respects oneself and the other person.
Activity 4Bullying Identifying ways of handling a bullying situation.
Dangerous
Take a risk
DareConfusing
Options
Learning activities
5
Know no Witness Communication skills
MnemonicTarget audience
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Learning activity 1: Advertising
SUGGESTED SUCCESS CRITERIA
We will talk about the purpose of advertising. We will create awareness of the influence of advertising campaigns.
CORE CONCEPT
A lot of advertising campaigns are targeted towards children. Many people feel that they cause a great deal of confusion for children.
POINTS TO NOTEThis unit links with Green Unit 4: Friendships; Blue Unit 5: Money Matters and Orange Unit 2: Managing Difficult Feelings.
We recommend that you send the Letter to Parent(s)/Carer(s) home with the children before you start this unit. This will inform parents of what the unit is about and allow them time to contact you if they have any queries.
An ideal time to schedule this activity is just before Christmas as it is topical and the materials you need are readily available. However, you can successfully use it at any time of the year.
If you cannot access advertisements of children’s toys, use the interactive white board to access suitable websites.
This activity might require more than one session.
WHAT YOU NEED- Letter to Parent(s)/Carer(s) (Resource A)- Thinking About Advertising (Resource B)- Speaking object- Paper, scissors, glue/paste and small adhesive stars or spots- Collage materials- Toy catalogues (one between three or four children)- T.V., video recorder and tape of advertisements (optional)
WHAT TO DO- Collage- Discussion- Making a Choice
representative excited
Fair group the children. Give each group a sheet of paper, scissors, glue and a toy catalogue to share. Ask them to look through the toy catalogue and cut out pictures of toys they would like. Allow groups to swap catalogues to give them as wide a choice as possible. Ask them to make sure they have a selection of cut outs that is representative of what everyone in the group wants. Then, ask them to design a collage that will attract others to their selection of toys. Tell the children to place the cut outs on the page and try to find the best position for each image. When they are happy with their design, ask them to carefully glue the images to the page. Place the completed collages in a safe place to allow the glue to dry. Teachers may decide to enhance this activity by instructing the children in the art of decoupage, details of which are available on the internet.
Collage
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Invite the children to sit in a circle. Display the collages in the centre of the circle, making sure they are clearly visible to everyone. Ask the children to look at the collages and identify which of the toys have been advertised on television. Invite them to describe any of the toy advertisements they are familiar with. At this stage, you may want to show the children a range of television advertisements for toys.
Discussion
Explain that the companies that make toys pay for T.V. advertisements. They want lots of people to buy their toys so they will make lots of money. Each company tries to make their toy sound like it’s the best in the world to get children to want that toy.
To develop the children’s thinking about the power of advertisements, ask the following questions:- What do you think about all the advertisements you see for different sorts of toys? Give words that express your feelings. (Expect words such
as excited, jealous, sad, happy, or confused.)- Do advertisements help you? - Do advertisements help you make up your mind about what you want for Christmas? How do they help? - If advertisements don’t help you decide what you want for Christmas, how do you make up your mind?- Do you listen to what your friends say when deciding what you want for Christmas? - Do you listen to what your parents say when deciding what you want for Christmas?
Give each child a copy of Resource B: Thinking About Advertising. Tell them that this is a home learning activity and that they should ask their parents to help them complete it.
If you have already completed Blue Unit 5: Money Matters of this resource, remind the children of their discussions about needs, wants and money.
Ask the children to think for a minute and decide what they believe is the best toy in the world. Pass around the speaking object and invite each child to complete the following sentence stem, ‘I think is the best toy in the world because...’ After each response, ask the other children to say whether they agree or disagree. Encourage them to use the following sentence stem, ‘I agree/disagree with (name) because...’
attract decide
Learning activity 1: Advertising (continued)8
Also encourage them to ask questions to clarify what has been said using sentence stems such as:- Can you explain what you mean by...? - Can you tell me more about...?- Why do you think that? - When did you notice that?
Children may find this easier if you display a questions board, that lists question words such as who, what, when, where and why.
If you completed Green Unit 4: Friendships remind the children of what they discussed. For example, you could say:‘We talked about how we sometimes do what our friend says, but at other times we say no to our friend because we don’t like what they are saying, or we feel what they are asking us to do is dangerous. We have to make
up our own minds about what we do. Advertisements try to persuade us to buy toys. It can be very confusing because we want so many things but nobody can have them all. It’s important to think about the toys we want for Christmas/birthdays when there are no advertisements on, so that we listen to our own thoughts and make up our own minds.’
If you have not completed Green Unit 4: Friendships, tell the children:‘Advertisements try to persuade us to buy toys. It can be very confusing because we want so many things but nobody can have them all. It’s important to think about the toys we want for Christmas/birthdays when there are no advertisements on, so that we listen to our own thoughts and make up our own minds.’
Finally, ask the children to look again at the collages they have made. Ask each child to choose which toy they would pick if they could only have one toy for a whole year. When they are ready, have them stick a star or spot on their chosen toy. Display the collages in the classroom with the heading, We have to make choices. Finally, ask the children to think of a friend or relative they would like to give one of the toys to. Tell them they can choose any of the toys, but they must try to choose the one that their friend or relative would really benefit from having. Invite the children to reveal their choices and explain why. Complete the table below and display it in the classroom.
Making a Choice
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Person Toy Why
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Learning activity 2: I can think for myself
SUGGESTED SUCCESS CRITERIA
We will assess a range of situations in terms of danger. We will assess whether as individuals we feel safe enough to engage in various activities.
CORE CONCEPT
Children need the ability to assess situations and think through their own decisions rather than blindly following the requests of those around them.
POINTS TO NOTEThere may be children in the class who are skilled at swimming, rollerblading, who have experience of singing to a large crowd, or who are afraid of heights. You can use this experience to clarify with the children how risks are different for different children depending on their individual skills and experience.
It is not necessary to use all the situations identified. Select as appropriate.
WHAT YOU NEED- How Risky? (Resource C)- Is This Too Risky? (Resource D)- Pencils and crayons
WHAT TO DO- Introduction- Reflect- Let’s Talk- Is This Too Risky?
Introduction
If you have completed Green Unit 4, Learning Activity 3: Cooperation, ask the children for the word they used for working well together. The word you are looking for is, cooperate.
Ask the children to think of ways that they cooperate with their friends. Answers might include skipping games, going to the cinema, cycling and football. Then ask if any child can remember a time when s/he did not want to cooperate with friends or did not want to join in what they were doing. Allow the children
to recount their incidents but ask them not to give anyone’s name. Instead tell them to use the word, someone. As the children tell their stories, classify the reasons for non-cooperation. These generally fall into four categories:1. The child is not interested in the activity.2. The child considers the activity dangerous.3. The child thinks the activity is wrong (on moral grounds).4. The child believes him/herself to be unskilled and opts out because of embarrassment.
If one of the children contributes a story where danger is the issue, use this as an introduction for the next part of the lesson. Start by affirming that the situation or activity is risky. Go on to ask the children if they understand what a risk is. Inform them that taking a risk is something people do for fun or for adventure, but there is some danger in it. Invite them to help you make a list of all the things children do that can be risky. Record the suggested activities where they can be easily seen.
Reflect
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Read Scenario 1 (see below) aloud to the children. Ask them to think about what Eoin is doing and what the risks are. Ask the following questions: - What is good about doing this?- What is the risk? - What is the danger?- Is it a high risk or a low risk situation?- Do you think Eoin needs to stop and think? Why/Why not?
Read the other scenarios aloud to the children and repeat the questions as appropriate. Adapt
Give the children a copy of Resource D: Is This Too Risky? Explain that they need to think about the six scenarios and then rank them from one to six. One means the least risky and six means the most risky. They must write the numbers inside the boxes. Walk around and observe the children’s work. Comment on differences of opinion, if appropriate. Explain that the level of risk varies between different people because of their skills. Next, ask the children to use their thinking skills to decide what they would do in each scenario. Would they take the risk or not? Have them record their answers on the resource using one of the sentence stems below: - Yes because...- No because...- Only if...
Display the completed work in the classroom. Assure the children that they can use their thinking skills as their best helper. Tell them that they must use their decision-making skills carefully and think of others as well as themselves, before deciding whether or not to do something risky. Explain to them that when they don’t know if something is risky or not, they need to ask an adult that they trust.
Is This Too Risky?
the scenarios to suit the needs of the children in your class, especially if there is a particular risky situation within the school or local community.
Let’s Talk
Give each child a copy of Resource C: How Risky? Ask them to imagine they are the main character in each of the scenarios. They must decide what they think the risks are to themselves and to others, and then record these in the table.
Scenario 1Eoin’s friends have been rollerblading down a slope. They ask him to join in.
Scenario 2Barbara’s friends swam out to the deepest part of the pool last week. They want her to come with them this week.
Scenario 3There are traffic lights at the corner of Noel’s road.
Sometimes his big brother runs across the road between cars without waiting for the green man. He tells Noel to hurry up and wants him to run between the cars too.
Scenario 4The scout den is holding a karaoke competition. Martina’s friends want her to enter because she has a good voice.
Scenario 5Erik’s friends want him to come cycling on the main road where there is lots of traffic and lots of noise.
Scenario 6Rachel’s friends call to her from the top of a high tree. “Look where we are,” they say. “Come and join us.”
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Learning activity 3: I can say no!
SUGGESTED SUCCESS CRITERIA
We will explore some common situations in which we need to say no.We will experience saying no in role-play situations, using good communication skills.
CORE CONCEPT
Sometimes we need to refuse requests or invitations. It is important to know how to do this in a way that respects oneself and the other person. Some children take every no as a personal insult. We need to realise that when a friend says no it is not the end of the friendship.
POINTS TO NOTEThis lesson links with Green Unit 4: Friendships and with Orange Unit 2: Difficult Feelings. It also links with Interactive Sarah and the Whammi Unit 2: Bullying. You can access this at www.nicurriculum.org.uk Follow the links for Personal Development and Mutual Understanding.
You can access the full Sarah and the Whammi series on the LNI website: https://learningni.net/Follow ‘video’ links
WHAT YOU NEED- What Should I Do? (Resource E)- Speaking object- Crayons
WHAT TO DO- Introduction- Role-play- Discussion- Yes or No- Tommy
Introduction
Ask the children to form a circle with their chairs. If you have already completed Green Unit 4: Friendships, remind the children of their discussion. Ask them to recall Learning activity 2 of this unit: I can think for myself. Remind them that there are times when people want to say yes to their friends’ ideas and times when
they want to say no. Ask them what happens when they say no to their friends. It might be helpful to pass around the speaking object and have each child respond to the question by completing the statement, ‘I think...’
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It is important to listen to what the children think about saying no. If they are secure in themselves, saying no may not pose great difficulty. However, children who are insecure may be afraid of saying no for fear of losing friendship. Explain that sometimes you have to say no to a friend, but that is ok. If you explain why you are saying no, your friend will understand and won’t fall out with you. Give some simple examples from your own life. For instance, a friend may have rung to ask you to go to the cinema and you decided to say no because you had work to prepare for the next morning. By sharing like this, you are modelling an assertive attitude for the children. This is essential, especially if they do not have good models elsewhere in their lives.
Tell the children that they are going to act out some situations in which children need to say no. They are going to learn how to say no in a way that doesn’t hurt a friend. Choose a few of the situations below or invent ones that better reflect the local area.
Role-play
It is snowing and Nikita’s friend Denise is throwing snowballs at the passing cars. She calls to Nikita to join in. Nikita knows it is dangerous and she is afraid she might cause an accident. What does she say?
Liam got a new set of markers
from his aunt. He brings them
into school. Jonathan wants to
use them and asks if he can,
even though he has his own
markers. Liam is not ready to
share his markers. He just wants
them all for himself for a few days
because they are new and a
present from his aunt. He hasn’t
even used them himself yet. What
does he say to Jonathan?
Derek meets his friend James who
is acting strangely. James takes a
bottle out of his bag and asks Derek to
sniff it. James says it will make Derek
feel good. But Derek thinks James is
different in some way and he seems
confused. He doesn’t know what is
in the bottle and he is afraid he will
change too. What does he say?
Learning activity 3: I can say no! (continued)14
It is a summer’s day. Keith’s Mum said
she would bring him swimming for a
treat and he is allowed to bring a friend
with him. He rushes over to David’s
house. David had an operation on his
ears last week and the doctor warned
him not to go swimming before his next
check-up. What does he say to Keith?
Natasha is going to the shop for her
mum. She asks Wendy to come with
her. Wendy hates going to the shop
because there are gangs who hang
around it who are rough and noisy.
And, it’s a bit far from her house.
What does she say to Natasha?
Siobhán is finding subtraction very difficult. She is getting all
mixed up in school. Her Mum and sister tried to help her but
they did it a different way to the teacher and Siobhán got
even more mixed up.
Her big cousin Mandy said she would come over on Monday
and show her how to do it. Siobhán is glad because Mandy
is brilliant at maths and she helped her before.
On the way home from school on Monday Siobhán’s friend
Amy asks if she will come to her house to play. Siobhán
needs to say no because Mandy is coming to her house.
How does she do it without hurting Amy’s feelings?
Ask two volunteers to role-play each situation. Ask the other children to listen to see if the child says no clearly, but without aggression or hurting the other child. Ask the observers to affirm what the child does well and to make suggestions for better communication. Have other children re-enact the situations, following the advice of the observers. It’s important to have the children de-role after each play by saying something like, ‘I’m not really Natasha. I’m Fiona.’
Children generally love role-play and will want to repeat these plays several times. It is a good idea to involve every child in one of the role-plays and to provide suitable props to help them develop their role.
Discussion
Explain that you would like the children to practise saying no to a bossy child who thinks s/he can boss people around. Practise this in a game situation. Have the children move around the classroom to music. When the music stops, each child must find a partner. The child closest to the door is YES and the other child is NO. Each child must look their partner in the eyes and say their word as if they mean it, but without being aggressive. After a minute, have the children swap words and practise saying them to their partner. Start the music again and continue the game.
Yes or No
Give the children a copy of Resource E: What Should I Do? Ask them to look at the resource and decide who are Tommy’s real friends and why. Tell the children about some situations when you have done something that others suggested and afterwards you wished you hadn’t. Finally, ask them to devise a mnemonic to act as a guide for when they have a difficult decision to make, for example:
Tommy
WATCH- Wait (Take time to make a decision)- Ask (Ask advice from
those you trust)- Think (Think of options)- Consider (Consider the consequences of your options)- Honest (Give an honest response).
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‘I am the boss of myself.’
Use the following questions to initiate a class discussion:- You tell your friend no. You are polite and explain why you are saying no, but your friend sulks and calls you names. What should you do?- Are there children where you live who try to boss you around? What is that like for you? - Who do you think is ‘the boss of you’? (The answer to look for is, ‘I am the boss of myself.’ However, parents and teachers do have authority over children so they can be included also.)
‘I’m not
really Natasha.
I’m Fiona.’
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Learning activity 4: Bullying
SUGGESTED SUCCESS CRITERIA
We will create an awareness of what bullying is.We will discuss some of the skills children need to be able to cope with bullying.
CORE CONCEPT
Being confronted by bullying is a very intimidating experience. Children need to know how to seek support if they are to handle bullying in their environment. As children grow older and more independent they find themselves making more decisions on their own but their relationships also become more complex.
POINTS TO NOTEYou may need more than one session for this activity.
Bullying is a very important topic and is included in a number of units within this resource.
Bullying is covered more extensively in Unit 2 of Interactive Sarah and the Whammi. You can access this at www.nicurriculum.org.uk Follow the links for Personal Development and Mutual Understanding.
WHAT YOU NEED- How Karl Coped With Bullying (Resource F)- Pencils, crayons and markers
WHAT TO DO- Discussion- How Karl Coped With Bullying
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Begin by asking the children to identify the people who usually tell them what to do. List their answers on the board, for example parents, teachers and childminders. Next, ask them the following questions:- Do you usually do what they say? - Do you trust them to tell you the right thing to do?- What kind of people don’t you trust? (For example, strangers.)- How do you know you can’t trust them? Do you do what they say?
Give the children a copy of Resource F: How Karl Coped With Bullying and ask them to look at the picture. Ask the children to describe what they see, but just the facts. Then invite them to guess what might be happening in the picture by completing the boxes underneath. Tell the children that the two boys are called Jason and Karl. Jason is the small boy at the left hand side of the picture and Karl is at the right hand side. Explain that they are in the same class in school.
Continue by asking the following questions:- How do you think Jason feels? Why?- How do you think Karl feels? Why?- What do the big boys want? Do they want Karl to change? What change do they want him to make? Do you think Karl wants to make this change? What do you think Karl wants to do? Do you think he will cooperate with the big boys?
Discussion How Karl Coped With Bullying
- What about people who bully? What is bullying?- When people bully, what do they usually want? Is this the same as what you want?- Do you think you should cooperate with people who bully and do what they tell you?- How do you feel when someone tries to bully you?- What happens in your body? Where do you feel the feelings?
Accept all suggestions and record the answers on the board.
How do you feel?
Learning activity 4: Bullying (continued)18
Allow the children to discuss what might happen next. Then tell them what really happened:
Karl felt really scared of the boys. He wished he had never met them. But he liked Jason from school and no way was he going to tease someone he liked, just to please those boys. So he just looked at the biggest boy and said ‘No!’ and then he ran home quickly. The boys shouted after him and called him
names but he didn’t care. He wasn’t going to bully Jason or join their gang. He felt really awful though and at dinnertime his tummy was a bit sick and he didn’t want to eat.
Stop and ask the children why he might be feeling like this. Then continue with the story below:
His Mum guessed something was wrong and asked him what happened. When Karl told her she was very proud of him. “You were very brave,” she said. “You said no to those boys and did what you wanted to do.”
‘I know, but now I’m afraid they will tease me the way they tease Jason,’ said Karl.
‘How do you think you can stop them?’ asked Karl’s Mum.
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‘I could tell the teacher, but she can’t do anything if it is on the way home from school.’
‘I think it is a good idea to tell her anyway,’ said Mum ‘and I’ll have a chat with Jason’s Mum too. Maybe we can take it in turns to watch out as you come home from school.’
Stop and ask the children what they think happened next day. Then continue with the story below:
The next day Karl went to school early. He went up to the teacher’s table and told her he had something important to tell her. She listened very carefully and called Jason up to hear his side of the story. Jason explained that he had been bullied for about two weeks. ‘You never told us,’ said the teacher. ‘People who bully love to keep their bullying a secret. That is how they continue to do it. But thanks to Karl the secret is broken now.’
Karl’s teacher spoke to the Principal and the boys were called to the office. They had to apologise to Jason and Karl in front of the Principal. They were warned that their parents would be called in if it ever happened again. The Principal then asked Jason and Karl to knock on his door each morning for a week and let him know if there was any more trouble. Each day at home time Karl’s Mum or Jason’s Mum stood in the front garden and waited for them to come down the road from school. The boys left them alone after that.
In circle time, ask the children if they liked the ending or if anything surprised them. Explore any changes that the children might suggest and what their own experiences have been. Discuss the school’s anti-bullying policy and if the children think it is working or what changes need to be made to make it more effective.
6
When I Am Older
Learning activity 1: Advertising
20
Resource APersonal Development and Mutual Understanding Violet Unit
Letter to Parent(s) / Carer(s) my school
21
Dat
e
Dea
r Pa
rent
(s)/
Car
er(s
)
As
child
ren
beco
me
mor
e in
depe
nden
t, th
ey fa
ce in
crea
sing
ly d
ifficu
lt de
cisi
ons.
In th
is
unit
of L
ivin
g.Le
arni
ng.T
oget
her.
we
enco
urag
e ch
ildre
n to
take
mor
e re
spon
sibi
lity
for
how
they
are
influ
ence
d an
d ho
w th
ey m
ake
impo
rtant
dec
isio
ns in
thei
r liv
es.
The
emph
asis
of o
ur le
arni
ng in
this
reso
urce
is o
n gi
ving
chi
ldre
n lif
e sk
ills.
Par
ents
an
d te
ache
rs c
anno
t be
with
chi
ldre
n al
l the
tim
e, p
artic
ular
ly a
s th
ey g
row
old
er.
Con
sequ
ently
, the
y ne
ed to
be
able
to s
tand
on
thei
r ow
n tw
o fe
et to
face
all
the
chal
leng
es o
f mod
ern
soci
ety.
Thi
s un
it is
des
igne
d to
hel
p ch
ildre
n be
bet
ter e
quip
ped
to d
eal w
ith a
ny d
ifficu
lt si
tuat
ion
they
may
face
in th
e fu
ture
.
Ove
r the
com
ing
wee
ks, t
he m
ain
them
es th
at w
e w
ill c
over
are
:-
the
influ
ence
of a
dver
tisin
g;
- le
arni
ng to
thin
k ab
out r
isks
and
thei
r pos
sibl
e co
nseq
uenc
es;
- sa
ying
no;
and
-
invo
lvem
ent i
n bu
llyin
g si
tuat
ions
.
The
child
ren
will
inve
stig
ate
thes
e th
emes
thro
ugh
gam
es, s
tory
tellin
g, ro
le-p
lay
and
disc
ussi
on.
We
wou
ld a
lso
appr
ecia
te y
our s
uppo
rt. W
e w
ill b
e gi
ving
the
child
ren
a ho
me
lear
ning
ac
tivity
abo
ut th
e po
wer
of a
dver
tisin
g. P
leas
e he
lp y
our c
hild
to c
ompl
ete
this
. You
may
als
o w
ish
to d
iscu
ss th
e un
it of
wor
k w
ith y
our c
hild
from
tim
e to
tim
e. Y
our p
ositi
ve p
artic
ipat
ion
and
inte
rest
will
hel
p in
fost
erin
g th
e su
cces
sful
teac
hing
of t
his
reso
urce
and
will
giv
e yo
u op
portu
nitie
s to
dis
cuss
you
r chi
ld’s
attit
udes
to a
dver
tisin
g an
d m
akin
g di
fficu
lt de
cisi
ons.
It
will
als
o gi
ve y
ou th
e op
portu
nity
to a
nsw
er a
ny q
uest
ions
they
mig
ht h
ave.
A c
opy
of th
e m
ater
ials
bei
ng u
sed
is a
vaila
ble
for v
iew
ing
if yo
u w
ish.
If y
ou h
ave
any
ques
tions
, ple
ase
do n
ot h
esita
te to
con
tact
me.
Best
wis
hes,
Cla
ss T
each
er
Inse
rt sc
hool
logo
or l
ette
r hea
d
my
scho
ol
6
When I Am Older
Learning activity 1: Advertising
22
Resource BPersonal Development and Mutual Understanding Violet Unit
Thinking About AdvertisingPlease discuss some of the advertisements that your child sees on television and help her/him to complete the following table:
23
Description of advert(what is happening?)
Appeals to....(age group)
Qualities that attract (words, music, activity......)
Value for money(Will it last? Is the material of good quality? Is it a passing craze?)
Would you consider asking for this? Why/Why not?
6
When I Am Older
Learning activity 2: I can think for myself
24
Resource CPersonal Development and Mutual Understanding Violet Unit
How Risky?
25
Activities Risk to Myself Risk to Others Other Considerations
Rollerblading(Eoin)
Swimming(Barbara)
Crossing the road(Noel)
Karaoke(Martina)
Cycling(Erik)
Climbing(Rachel)
6
When I Am Older
Learning activity 2: I can think for myself
26
Resource DPersonal Development and Mutual Understanding Violet Unit
Is This Too Risky? Rank the six activities from Resource C from one to six, with one being the least risky and six being the most risky.
Decide if you would take the risk for each of the activities. Then give a reason for your choice by completing one of the following statements:
- Yes because...- No because...- Only if...
27
Activities Reason
Rank:
Rank:
Rank:
Activities Reason
Rank:
Rank:
Rank:
6
When I Am Older
Learning activity 3: I can say no!
28Resource EPersonal Development and Mutual Understanding Violet Unit
What Should I Do?
You’d better stay here. It could be dangerous, even if it is fun.
29
You’d better
ask Mum if
you can go.
Come with me and we’ll go down to the river. It will be good fun!
Go on, go on. Then I will
have the ball
to myself.You’d better stay here. It could be dangerous, even if it is fun.
6
When I Am Older
Learning activity 4: Bullying
30Resource FPersonal Development and Mutual Understanding Violet Unit
How Karl Coped With Bullying
31
What do you think Karl
said to the older children?
Who might be able to help Karl and Jason?
Why do bullies like secrets? If you were Karl what would you do?
Hartman, B. The Three Billy Goats’ Stuff (2007 Lion Children’s Books) 978-0745960227
Edgson, A. Three Billy Goats Gruff (2007 Child’s Play International Ltd.) 978-1846430893
McGowan, A. The Bare Bum Gang and the Foootball Face-Off (2008 Red Fox) 978-1862303867
O’Malley, D. Monkey See, Monkey Do (2008 Frances Lincoln Children’s Books) 9781845075965
Graham, L. and Stephens, C. Scrabo the Strangford Seal (2007 O’Donnell Press) 978 0955332524
Manus Pinkwater, D. The Big Orange Splot (1993 Scholastic Paperbacks) 978 0590445108
Elliott, L. M. Hunter’s Best Friend at School (2002 HarperCollins) 978 0060002305
Rose, G. William and the Guinea-Pig (2004 Coughlan Publishing) 9781404806641
Dixon, A. Joe’s Car (2004 Coughlan Publishing) 9781404806627
Rowe, D. The Sandbox (2004 Capstone Pt Inc) 9781404806658
Rose, G. The Scary Movie (Coughlan Publishing) 978 1404806634
Cabot, M. Allie Finkle’s Rules For Girls: The New Girl (2008 Paul MacMillan) 9780230700130
Pfister, M. Rainbow Fish to the Rescue (2001 North-South Books) 9780735814813
Medina, S. Right or Wrong What Difference Does It Make? (Heinemann Library New Ed) 978-0431210063
Meiners, C.J. Be Honest and Tell the Truth (2007 Free Spirit Publishing Inc.) 978-1575422589
Interactive Sarah and the Whammi (2008 CCEA) Available from www.nicurriculum.org.uk Follow links from Personal Development and Mutual Understanding section. You can access the full series of Sarah and the Whammi on the LNI website. https://learningni.net/Follow the ‘video’ links
Anti-Bullying Networkwww.antibullying.net
Bullying UKwww.bullying.co.uk
Bullies, Victims & Bystanders gamewww.incentiveplus.co.uk
National Children’s Bureauwww.ncb.org.ukComplete a search for PSHE
The Top Ten Ways to Handle Bullying posterwww.incentiveplus.co.uk
Useful websites
Weir, L. Helping Nova Wise Up and Think series (2007 CCEA)
Wallace, F. and Caesar, D. Just Stop and Think! (2001 Lucky Duck Books) 978 1412928984
Firth, S. Staying In or Standing Out (2005 Paul Chapman Publishing) 9781412910712
Collins, M. First Choices: Teaching Children Aged 5 - 9 to Make Positive Decisions About Their Own Lives (2006 Paul Chapman Publishing) 978 1412913058
Suggested resourcesSuggested stories