Senior Primary Planning Template

Curriculum Area: Health Strand: Keeping Yourself Safe Bullying/ Resolution Conflict Term 2 Duration 5 Weeks Year Level 6

Global Learning Outcomes Students will: Students will recognise that bullying and harassment are unacceptable !hey will de"elop personal skills and practices to ensure it does not flourish in their community Student will learn to understand how to work together to create a safe learning en"ironment that is based on mutual respect# tolerance and a respect for di"ersity $upils learn about themsel"es as growing and changing indi"iduals with their own e%periences and ideas# and as members of their communities !hey become more mature# independent and self&confident !hey learn about the wider world and the interdependence of communities within it !hey de"elop their sense of social 'ustice and moral responsibility and begin to understand that their own choices and beha"iour can affect local# national or global issues and political and social institutions !hey learn how to take part more fully in school and community acti"ities (s they begin to de"elop into young adults# they face the changes of puberty and transfer to secondary school with support and encouragement from their school !hey learn how to make more confident and informed choices about their health and en"ironment) to take more responsibility# indi"idually and as a group# for their own learning) and to resist bullying Specific Learning Intentions The students will learn to apply a petite inquiry using the following steps: Immersion Brainstorm Plan Organise and Investigate Create and Celebrate by: Reflecting on and assessing their strengths in relation to personality# work and leisure Respecting the differences between people as they de"elop their own sense of identify Recognising how others see them# and be able to gi"e and recei"e constructi"e feedback and praise Recognising when pressure from others threaten their personal safety and well&being# and to de"elop effecti"e ways of resisting pressures# including when and where to get help *e"eloping good relationships and respecting the differences between people and the effects of stereotyping# pre'udice# bullying# racism and discrimination and how to challenge them asserti"ely +nderstanding how to empathise with people different from themsel"es +nderstanding about the nature of friendships and how to keep them Recognising some of the culture norms in society# including the range of lifestyles and relationships +nderstanding the changing nature of# and pressure on# relationships with friends and 1 Nathan Janes Year 0-8 Sports Co-ordinator 2011

Senior Primary Planning Template

family# and when and how to seek help Communicating confidently with their peers and adults ssential Learning !reas Cross Curricular Links $, -ealth Science ,nglish .aths Social Studies (rt Specific "ocabular# /ia /aha Bullying Racism *iscrimination (nti&bullying $re'udice Respect $abits of %ind

Responsibility Community Bra"e 0ictim ,motional Stereotyping *efence

Striving for Accuracy Remaining open to continuous learning Flexibility Listening with n!erstan!ing an! "mpathy Awareness of own thin#ing $uestioning an! %roblem Solving %recision of language an! thought &a#ing responsible ris#s %ersistence 'reating( imagining( innovating )on!erment( in*uisitiveness &hin#ing inter!epen!ently +rawing on past #nowle!ge ,athering !ata through all the senses -anaging impulsivity Fin!ing humour

2 Nathan Janes Year 0-8 Sports Co-ordinator 2011

Senior Primary Planning Template

&ormative !ssessment 1uestioning regarding: Complete an anti&bullying 4ui2 ( series of group tasks Write a class bully&free 2one policy 3n4uiry $rocess 5utcome (ssess following a co&constructed rubric Complete 3n4uiry (ssessment !hinkbo% Summative !ssessment

Learning 'periences T(roug( an in)uir# process* t(e students +ill investigate and identif#: T(e so +(at,s: !hrough a petite in)uir# the children will: Read and obser"e a range of pictures# books and plays with the theme of bullying and conflict and complete a disco"eries SWSW framework 1uestion and brainstorm the following: the effects of bullying what bullying looks like how to build resiliency against bullying that although people may appear different# we are the same the importance of respect why it is unfair to stereotype people

3n"estigate how to plan for change features that would make their classroom a place where e"eryone has a sense of well& being

$lan# Create and Celebrate nd product: -rite a bull#.free polic#

3 Nathan Janes Year 0-8 Sports Co-ordinator 2011

Senior Primary Planning Template

/esources $ower $oint $resentations 6raphic 5rganiser Samples 3n4uiry $rocess .odel ,%emplars of pictures and stories with a bullying theme .ultimedia presentation on the main themes of bullying# *iscrimination and Stereotyping# working indi"idually or in groups ,ncarta: Bullying Bullying pppst

0ersonal* Social and $ealt( ducation 1e# Stage 2 nglis( 3ational Curriculum
T(is programme is non.statutor# and sc(ools are not re)uired to follo+ it4 It is included so t(at sc(ools can plan a +(ole curriculum4 During ke# stage 2 pupils learn about themsel"es as growing and changing indi"iduals with their own e%periences and ideas# and as members of their communities !hey become more mature# independent and self&confident !hey learn about the wider world and the interdependence of communities within it !hey de"elop their sense of social 'ustice and moral responsibility and begin to understand that their own choices and beha"iour can affect local# national or global issues and political and social institutions !hey learn how to take part more fully in school and community acti"ities (s they begin to de"elop into young adults# they face the changes of puberty and transfer to secondary school with support and encouragement from their school !hey learn how to make more confident and informed choices about their health and en"ironment) to take more responsibility# indi"idually and as a group# for their own learning) and to resist bullying

1no+ledge* skills and understanding

Developing confidence and responsibilit# and making t(e most of t(eir abilities
7 $upils should be taught: a b c to talk and write about their opinions# and e%plain their "iews# on issues that affect themsel"es and society to recognise their worth as indi"iduals by identifying positi"e things about themsel"es and their achie"ements# seeing their mistakes# making amends and setting personal goals to face new challenges positi"ely by collecting information# looking for help# making responsible choices# and taking action to recognise# as they approach puberty# how people8s emotions change at that time and how to deal with their feelings towards themsel"es# their family and others in a positi"e way about the range of 'obs carried out by people they know# and to understand how they can de"elop skills to make their own contribution in the future to look after their money and realise that future wants and needs may be met through sa"ing

d.
e f

0reparing to pla# an active role as citi5ens

2 $upils should be taught:

a.
b c d

to research# discuss and debate topical issues# problems and e"ents why and how rules and laws are made and enforced# why different rules are needed in different situations and how to take part in making and changing rules to realise the conse4uences of anti&social and aggressi"e beha"iours# such as bullying and racism# on indi"iduals and communities 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

4 Nathan Janes Year 0-8 Sports Co-ordinator 2011

Senior Primary Planning Template

e f g h i ' k to reflect on spiritual# moral# social# and cultural issues# using imagination to understand other people8s e%periences to resol"e differences by looking at alternati"es# making decisions and e%plaining choices what democracy is# and about the basic institutions that support it locally and nationally to recognise the role of "oluntary# community and pressure groups to appreciate the range of national# regional# religious and ethnic identities in the +nited /ingdom that resources can be allocated in different ways and that these economic choices affect indi"iduals# communities and the sustainability of the en"ironment to e%plore how the media present information

Developing a (ealt(#* safer lifest#le

9 $upils should be taught: a what makes a healthy lifestyle# including the benefits of e%ercise and healthy eating# what affects mental health# and how to make informed choices that bacteria and "iruses can affect health and that following simple# safe routines can reduce their spread about how the body changes as they approach puberty which commonly a"ailable substances and drugs are legal and illegal# their effects and risks to recognise the different risks in different situations and then decide how to beha"e responsibly# including sensible road use# and 'udging what kind of physical contact is acceptable or unacceptable that pressure to beha"e in an unacceptable or risky way can come from a "ariety of sources# including people they know# and how to ask for help and use basic techni4ues for resisting pressure to do wrong school rules about health and safety# basic emergency aid procedures and where to get help

b.
c d e f g

Developing good relations(ips and respecting t(e differences bet+een people

: $upils should be taught: a that their actions affect themsel"es and others# to care about other people8s feelings and to try to see things from their points of "iew to think about the li"es of people li"ing in other places and times# and people with different "alues and customs to be aware of different types of relationship# including marriage and those between friends and families# and to de"elop the skills to be effecti"e in relationships to realise the nature and conse4uences of racism# teasing# bullying and aggressi"e beha"iours# and how to respond to them and ask for help to recognise and challenge stereotypes that differences and similarities between people arise from a number of factors# including cultural# ethnic# racial and religious di"ersity# gender and disability where indi"iduals# families and groups can get help and support

b.
c d e f g

'planator# Te't Cross reference to science Sc2 Life processes and living t(ings: $umans and ot(er animals
2 $upils should be taught: Gro+t( and reproduction f about the main stages of the human life cycle

Cross reference to nglis( n6 Speaking and listening: Group discussion and interaction
9 !o talk effecti"ely as members of a group# pupils should be taught to: a make contributions rele"ant to the topic and take turns in discussion b "ary contributions to suit the acti"ity and purpose# including e%ploratory and tentati"e comments where ideas are being collected together# and reasoned# e"aluati"e comments as discussion mo"es to conclusions or actions

5 Nathan Janes Year 0-8 Sports Co-ordinator 2011

Senior Primary Planning Template

c 4ualify or 'ustify what they think after listening to others8 4uestions or accounts d deal politely with opposing points of "iew and enable discussion to mo"e on e take up and sustain different roles# adapting them to suit the situation# including chair# scribe and spokesperson f use different ways to help the group mo"e forward# including summarising the main points# re"iewing what has been said# clarifying# drawing others in# reaching agreement# considering alternati"es and anticipating conse4uences

Cross reference to nglis( n2 /eading: /eading for information

9 $upils should be taught to: a scan te%ts to find information b skim for gist and o"erall impression c obtain specific information through detailed reading d draw on different features of te%ts# including print# sound and image# to obtain meaning e use organisational features and systems to find te%ts and information f distinguish between fact and opinion ;for e%ample# by looking at the purpose of the te%t# the reliability of information< g consider an argument critically

Cross reference to (istor# 1no+ledge and understanding of events* people and c(anges in t(e past
2 $upils should be taught: b about the social# cultural# religious and ethnic di"ersity of the societies studied# in Britain and the wider world

Cross reference to geograp(# 1no+ledge and understanding of environmental c(ange and sustainable development
5 $upils should be taught to: a recognise how people can impro"e the en"ironment ;for e%ample# by reclaiming derelict land< or damage it ;for e%ample# by polluting a ri"er<# and how decisions about places and en"ironments affect the future 4uality of people8s li"es b recognise how and why people may seek to manage en"ironments sustainably# and to identify opportunities for their own in"ol"ement ;for e%ample# taking part in a local conser"ation pro'ect<

Cross reference to science Sc2 Life processes and living t(ings: Living t(ings in t(eir environment
5 $upils should be taught: %icro.organisms a about ways in which li"ing things and the en"ironment need protection

ICT opportunit#
$upils could use the internet to look at different reports about the same issue

6 Nathan Janes Year 0-8 Sports Co-ordinator 2011

Senior Primary Planning Template

Cross reference to science Sc2 Life processes and living t(ings: $umans and ot(er animals
2 $upils should be taught: 3utrition a about the functions and care of teeth b about the need for food for acti"ity and growth# and about the importance of an ade4uate and "aried diet for health Circulation c that the heart acts as a pump to circulate the blood through "essels around the body# including through the lungs d about the effect of e%ercise and rest on pulse rate %ovement e that humans and some other animals ha"e skeletons and muscles to support and protect their bodies and to help them to mo"e Gro+t( and reproduction f about the main stages of the human life cycle $ealt( g about the effects on the human body of tobacco# alcohol and other drugs# and how these relate to their personal health h about the importance of e%ercise for good health

Cross reference to p(#sical education 1no+ledge and understanding of fitness and (ealt(
: $upils should be taught: a b c d how e%ercise affects the body in the short term to warm up and prepare appropriately for different acti"ities why physical acti"ity is good for their health and well&being why wearing appropriate clothing and being hygienic is good for their health and safety

Cross reference to science Sc2 Life processes and living t(ings: Living t(ings in t(eir environment
5 $upils should be taught: %icro.organisms f that micro&organisms are li"ing organisms that are often too small to be seen# and that they may be beneficial ;for e%ample# in the breakdown of waste# in making bread< or harmful ;for e%ample# in causing disease# in causing food to go mouldy<

7 Nathan Janes Year 0-8 Sports Co-ordinator 2011

Senior Primary Planning Template

Cross reference to design and tec(nolog# -orking +it( tools* e)uipment* materials and components to make )ualit# products
2 $upils should be taught to: f follow safe procedures for food safety and hygiene

Cross reference to geograp(# 1no+ledge and understanding of places

9 $upils should be taught: a to identify and describe what places are like ;for e%ample# in terms of weather# 'obs<

Cross reference to (istor# 1no+ledge and understanding of events* people and c(anges in t(e past
2 $upils should be taught: a about characteristic features of the periods and societies studied# including the ideas# beliefs# attitudes and e%periences of men# women and children in the past

7readt( of opportunities
5 *uring the key stage# pupils should be taught the knowledge# skills and understanding through opportunities to: a b c d e f g h i take responsibility ;for e%ample# for planning and looking after the school en"ironment) for the needs of others# such as by acting as a peer supporter# as a befriender# or as a playground mediator for younger pupils) for looking after animals properly) for identifying safe# healthy and sustainable means of tra"el when planning their 'ourney to school< feel positi"e about themsel"es ;for e%ample# by producing personal diaries# profiles and portfolios of achie"ements) by ha"ing opportunities to show what they can do and how much responsibility they can take< participate ;for e%ample# in the school8s decision&making process# relating it to democratic structures and processes such as councils# parliaments# go"ernment and "oting< make real choices and decisions ;for e%ample# about issues affecting their health and well&being such as smoking) on the use of scarce resources) how to spend money# including pocket money and contributions to charities< meet and talk with people ;for e%ample# people who contribute to society through en"ironmental pressure groups or international aid organisations) people who work in the school and the neighbourhood# such as religious leaders# community police officers< de"elop relationships through work and play ;for e%ample# taking part in acti"ities with groups that ha"e particular needs# such as children with special needs and the elderly) communicating with children in other countries by satellite# email or letters< consider social and moral dilemmas that they come across in life ;for e%ample# encouraging respect and understanding between different races and dealing with harassment< find information and ad"ice ;for e%ample# through helplines) by understanding about welfare systems in society< prepare for change ;for e%ample# transferring to secondary school

8 Nathan Janes Year 0-8 Sports Co-ordinator 2011

Senior Primary Planning Template

+nit e"aluation: What worked# what didn=t# what resources are needed in future

9 Nathan Janes Year 0-8 Sports Co-ordinator 2011