Progression in Personal Development and Mutual Understanding

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Progression in Personal Development and Mutual Understanding

Theme 2:Feelings and EmotionsFoundation StageStrand One: Personal Understanding and HealthStatement of Minimum Requirement: Pupils should be enabled to explore their own and other’s feelings and emotions.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesBegin to recognise howwe feel.Develop ways ofexpressing how wefeel.Pupils look at pictures of faces expressing basic feelings (happy, sad,scared and angry) and talk about what they represent. Develop a simplevocabulary of feelings words.Use puppets or toys with names (e.g. Angry Abby, Sad Sam) to tell storiesabout certain feelings. Pose problems for pupils to help solve.Pupils begin to recognise and talk about bodily expressions of emotions e.g.butterflies in your tummy, etc.Pupils choose a picture/mask to show how they feel.They draw or choose colours to represent feelings.Introduce pupils to the concept of expressing feelings and emotionsappropriately – use puppets/toys as above.Choose a musical instrument and make sounds to represent feelings/howpupils are feeling.Take part in role play or ‘making faces’ to show feelings.Being CreativeTalk about their memories andexperiences.Thinking, Problem-Solving andDecision-MakingMake close observations andprovide descriptions of whatthey notice.Being CreativeExperiment with ideas throughwriting, drawing, mark making,model making.Living.Learning.Together.(LLT): Years 1 & 2: Orange Unitand suggested stories/furtherreading/additional resources.Box of Feelings(Smallwood Publishing).Respecting Difference: The MediaInitiative for Children.www.early-years.orgSesame Tree: Out and About withHilda (Emotion Cards – ‘Dealingwith the Feeling’ section and DVDclips) (BBC NI).www.bbc.co.uk/northernirelandKnow what to do if wefeel sad, lonely, afraidor angry and when it isimportant to tell othersabout our feelings.Use self-registration faces (happy, sad, excited, etc.).Look at photographs of special people in school, including designatedteachers for Child Protection and discuss how these people can help us.Pupils meet playground buddies or reading partners from Key Stage 2.Self-ManagementAsk an adult or friend for help.Working with OthersDevelop confidence at beingwith adults and other pupils in avariety of contexts.Puppets at Large:Linda Bentley(Positive Press, 2005).Primary Values: Something Else(CCEA).Continued on next page2


Theme 2:Feelings and EmotionsFoundation StageStrand One: Personal Understanding and HealthLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesRealise what makesour friends feel happyor sad.Respond to stories where a character (or a puppet/toy) feels happy, sad,scared or angry, by making suggestions – using ‘would it help if?’Thinking, Problem-Solving andDecision-MakingMake close observations andprovide descriptions of whatthey notice.Make simple predictions andsee possibilities.Give opinions and reasons.The Golden Rules SeriesDonna Luck (We are kind andhelpful, We are gentle etc).(Positive Press).The Right Start - Theme 1:Empathywww.liftoffschools.comRecognise how otherpeople feel when theyare happy, sad, angryor lonely.Identify situations in and around school where their classmates were happy,sad, scared or angry and suggest how to be helpful.Listen to and begin to respond to others in their class who share theirfeelings and emotions during circle activities.Working with OthersBe aware of how their actionscan affect others.3


Theme 3:Learning to LearnFoundation StageStrand One: Personal Understanding and HealthStatement of Minimum Requirement: Pupils should be enabled to explore their dispositions and attitudes to learning.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesFocus attention,concentrate andremember, by takingpart in a variety ofactivities that reflect theway we learn.‘Show and Tell’ activities, focusing on retelling an experience, explaining howsomething works or how an object was made during play.Use games to promote concentration and recall such as ‘Kim’s Game’ or othercircle activities that focus on concentration and remembering e.g. welcomingeach other by name, clapping or number games.Retell a story or event, in sequence, orally, in pictures or with writing.Plenary session with class to recall what/how they have learned/enjoyed.Working with OthersBe willing to join in.Learn to work and playcooperatively.Develop routines of listening,turn taking, sharing, cooperatingand reaching agreement.Be able to learn fromdemonstration and modelling.Assessment for Learning:A Practical Guide (CCEA, 2009).Living.Learning.Together.(LLT): Years 1 & 2: Red Unit andsuggested stories/further reading/additional resourcesListen and Think: (CCEA, 2010).Develop a positiveattitude to learning.Develop a language to talk about their learning, using the Learning to LearnWall coloured blocks (Assessment for Learning: A Practical Guide, CCEA, 2009).Take part in class discussion or use a puppet to talk about what we are learning(learning intentions) and how we will know we have learned it (successcriteria).Organise a class celebration of learning where each pupil presents anexample/evidence of an achievement in learning. Parents/carers or olderpupils could be invited to attend.Contribute to class displays of learning and achievement.Contribute to a personal home/school portfolio of learning and achievement.Ask pupils to respond to peers’ work e.g. art, construction, writing, usingsimple criteria provided by the teacher.Self-ManagementDevelop the ability to focus,sustain attention and persist withtasks.Self-ManagementTalk about what they are doingand what they have learned.Develop awareness of emotionsabout learning, their likes anddislikes. Be able to make choicesand decisions.Kim’s Gamewww.ltscotland.org.ukLearning to Learn Wall(Foundation Stage) fromAssessment for Learning:A Practical Guide (CCEA, 2009).Going for Goals Years 1 & 2: Socialand Emotional Aspects of LearningProgramme (SEAL) published byDfES and downloadable athttp://nationalstrategies.standards.dcsf.gov.uk/node/664164


Theme 4:Health, Growth and ChangeFoundation StageStrand One: Personal Understanding and HealthStatement of Minimum Requirement: Pupils should be enabled to explore the importance of keeping healthy.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesBe aware of how tocare for our bodies inorder to keep healthyand well.Identify common things that are put on or into the body and say which aresafe and unsafe (record on body template by drawing round a child).Encourage pupils to be more active at school and at home, e.g. activity logs,varied programmes of outdoor play, etc.Discuss role models from popular children’s TV programmes e.g. Sportacusfrom Lazytown.Activities to support healthy break snacks e.g. explain how their choiceof breaktime snack is linked to a healthy lifestyle. Paint/make models ofhealthy snacks. Help to prepare and distribute healthy breaks/snacks.Managing InformationSelect, with help, informationfrom materials and resourcesprovided.Use simple methods to recordinformation.Thinking, Problem Solvingand Decision MakingMake observations and providedescriptions of what theynotice.Make simple predictions andsee possibilities.Living.Learning.Together. (LLT):Year 1: Yellow Unit and suggestedstories/further reading/additionalresources.Listen and Think: An Apple a Day(CCEA, 2010).School Food: The Essential Guide(top marks) (DENI).Popular fiction andTV programmes.Recognise and practisebasic hygiene skills.Picture sequence activity on hand-washing. Make their own signs abouthand washing for the toilets or eating areas.Model good practice in classroom. Discuss and model good tooth-brushingtechniques as a class. Songs and stories about keeping clean.Invite a dental nurse to class to talk about/demonstrate dental healthtechniques.Working with OthersBe able to learn frommodelling.Self-ManagementTalk about what they are doingand what they have learned.Be able to make choices anddecisions.Continued on next page5


Theme 4:Health, Growth and ChangeFoundation StageStrand One: Personal Understanding and HealthLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesRealise that growthand change are partof the process of lifeand are unique to eachindividual.Pupils compare photos of themselves now and in the past. Sequence as atimeline.Look at pictures of animals and their young.Quiet time visualisation activity on ‘growing’ (LLT Year 1 Yellow Unit).Pupils talk to parents and carers about what they were like/did as a babyand re-tell these experiences in class.Being CreativeTalk about their memories andexperiences.Be curious and ask questionsabout the world around them,using all the senses to exploreand respond to stimuli.Resources provided by schooldental nurse.Living.Learning.Together. (LLT):Year 1: Yellow Unit.6


Theme 4a:SafetyFoundation StageStrand One: Personal Understanding and HealthStatement of Minimum Requirement: Pupils should be enabled to explore how to keep safe in familiar and unfamiliar environments.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesExplore appropriatepersonal safetystrategies.Explore feelings associated with being safe/not safe. Identify simplestrategies for keeping safe e.g. say ‘no’, get help.Identify people who help to keep us safe throughout the day.Focus on characters from popular fiction e.g. ‘Nuzzle and Scratch’ in safeand unsafe situations.Thinking, Problem-Solving andDecision-MakingGive opinions and reasons.Living.Learning.Together.(LLT): Years 1 & 2: Yellow Unitand suggested stories/furtherreading/additional resources.www.bbc.co.uk/cbeebiesIdentify situations thatare safe and thosewhere personal safetymay be at risk.Explore a range of safety related scenarios through play-based learningfor example; balancing on kerbs, climbing, sliding, making structures, etc.Role-play scenarios suggested by teachers and pupils including topical andseasonal issues.Being CreativeBe curious and ask questionsabout the world around them.Talk about their memories andexperiences.Active Learning and TeachingMethods for Key Stages 1 & 2.www.road2safety.orgSelf-ManagementTalk about what they are doingand what they have learned.Begin to realise theimportance of roadsafety.Play the ‘People Who Help Us’ game from Road2Safety website as a classgroup and discuss.‘Head Start’ activity (LLT Year 2, Yellow Unit).Make use of DOE road safety calendar and weekly safety messages.Read and discuss ‘Kate Can’t Wait’ story from Road2Safety website.Practise correct use of the Green Cross Code.Play Based Learning - use of road mat and outdoor tracks in play areas.Thinking, Problem-Solving andDecision-MakingMake close observations andprovide descriptions of whatthey notice.Continued on next page7


Theme 4a:SafetyFoundation StageStrand One: Personal Understanding and HealthLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesUnderstand that manysubstances can bedangerous.Use selection of empty containers/ cartons to explore the dangers ofsubstances in the home e.g. cleaning products, cosmetic creams, shampooetc. Sort into two categories - ‘safe’ and ‘not safe’.Encourage pupils to model safe behaviour in activity-based learningsituations where substances are ‘present’ e.g. garden centre, clinic,pharmacy etc.Managing InformationSelect, with help, informationfrom materials and resourcesprovided.Follow directions in relation toa task.Know the safety rulesthat apply when takingmedicines.‘Miss Polly’ role play activity from LLT Year 1, Yellow Unit.Model with the class-safe use of medicines in the classroom - storage,pupil self-administration and appropriate parental permissions, etc.Being CreativePlay for pleasure and as a formof creative expression.Self-ManagementTalk about what they are doingand what they have learned.8


Theme 5:RelationshipsFoundation StageStrand One: Mutual Understanding in the Local and Wider CommunityStatement of Minimum Requirement: Pupils should be enabled to explore their relationships with family and friends.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesFind out about our ownfamilies.Talk about and explore ‘who lives inside my front door’. Identify ‘specialpeople in my life’ using photographs and ‘show and tell’.Encourage pupils to describe their family to others (orally, through art orwriting) to show that family units differ.Explore family names – what does my family name mean?Play Based Learning - Small World Area - dolls house scenario.Working with OthersBe willing to join in.Develop the routines oflistening, turn taking, sharingand co-operating.Living.Learning.Together. (LLT):Year 1: Green Unit and suggestedstories/further reading/additionalresources.United Nations Convention on theRights of the Child (UNCRC).Talk about whatfamilies do together.Talk about things you do as a family – eating, playing, trips, familycelebrations, etc.Adopt a bear, take him home, photograph his events at your home for ‘A dayin the life of…’ class scrapbook.Play Based Learning - Role Play Area - home corner scenario - going onholiday, etc.Being CreativeTalk about their memories andexperiences.Thinking, Problem-Solving andDecision-MakingShow their ability to memoriseby recalling and structuringexperiences and stories.Sesame Tree: Out and Aboutwith Hilda: Let’s Play and LearnTogether DVD clips (BBC NI).Listen and Think:A Birthday Surprise.Tell it again Grandma.Recognise how werelate to adults andother children.Create a class contract - ‘How we treat each other’.Discuss who is important in your school life – teachers, canteen staff,crossing patrol.Talk about the importance of listening and taking turns. Use games, circleactivities and classroom routines to practise turn taking.Working With OthersDevelop confidence at beingwith adults and other childrenin a variety of contexts.Continued on next page9


Theme 5:RelationshipsFoundation StageStrand One: Mutual Understanding in the Local and Wider CommunityLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesIdentify who ourfriends are.Explore what we dotogether.Talk about friends and the qualities pupils appreciate in a friend. Make a‘friendship bag’ - put names of the class in a bag, pick each pupil’s nameout and ask other pupils to think of something they like about that personor something they have done to be helpful or caring.Create a ‘friendship rainbow’ or a ‘friendship web’ (Primary Values).Discuss strategies to use when you don’t have someone to play with e.g.buddy bench or playground pals. Meet playground pals and get to knowthem. Give the pals feedback on how they are doing their job and anyimprovements the younger pupils would like.Create a ‘my friends’ collage using different art techniques. Includeactivities that friends do together – playing, eating, parties (include digitalphotos taken around the school).ICT photo loop of pupils’ experience through the day. eg: engaging in playbased learning.Working with OthersLearn to behave and touse words to suit differentpurposes.Self-ManagementTalk about what they are doingand what they have learned.Being CreativeBe curious and ask questionsabout the world around them.Self-ManagementBe able to make choices anddecisions.Ask an adult or friend for help.Living.Learning.Together. LLT:Year 1: Green Unit and suggestedstories/further reading/additionalresources.Primary Values: Something Else(CCEA).The Right Start: Themes 2 & 3.www.liftoffschools.comSesame Tree: Out and About withHilda: chpts 1 & 2 (BBC NI).www.bbc.co.uk/northernirelandKnow how to treatothers.Thought shower how to be a good friend.Create captions for the collage stating practical ways that they help eachother, including using agreed strategies to ensure no-one feels left out.Fair pair pupils from different groups for specific time-bound tasksthroughout the week and encourage cooperation.Create a ‘Writing Centre’ and encourage pupils to make and to send cardsto each other at appropriate times e.g. ‘Get Well Soon’, ‘Thank You’, and‘Happy Birthday’.10


Theme 6:Rules, Rights and ResponsibilitiesFoundation StageStrand One: Mutual Understanding in theLocal and Wider CommunityStatement of Minimum Requirement: Pupils should be enabled to explore their responsibilities for self and others.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesRealise why it isimportant to have rulesin the classroom andschool.Develop a sense ofwhat is fair.Use puppets or characters to illustrate a situation focusing on sharing,taking turns and fairness in the classroom or playground.Develop class charter to include agreement about sharing and taking turns.Use displays (e.g. helpful hands) to illustrate class charter.Revisit class charter in circle activities to problem solve ongoing situations(Plan, Do, Review).Discuss issues relating to ‘fairness’ in pictures, stories, poems andnon-fiction, ranging from children’s own experience to global situations.Create opportunities for pupils to experience a wide range of strategies formaking decisions fairly and taking turns in the classroom, playground andduring Physical Development and Movement.Begin to use some of the language of rights e.g. the right to play.Thinking, Problem-Solving andDecision-MakingMake close observations andprovide descriptions of whatthey notice. Give opinions andreasons.Working with OthersLearn to work and playcooperatively. Develop routinesof listening, turn taking,sharing, cooperating andreaching agreement. Be awareof how their actions can affectothers.Learn to behave and use wordsto suit different purposes.Self-ManagementBe able to make choices anddecisions.Living.Learning.Together.(LLT): Years 1 & 2: Blue Unitand suggested stories/furtherreading/additional resources.Sesame Tree: Out and About withHilda (BBC NI).www.bbc.co.uk/northernireland‘Lift Off’ series: The RightStart (published by AmnestyInternational).www.unicef.org.ukwww.trocaire.orgwww.oxfam.org.ukThe United Nations Conventionon the Rights of the Child(UNCRC).The Right Start: Theme 4.www.liftoffschools .com11


Theme 7:Managing ConflictFoundation StageStrand One: Mutual Understanding in the Local and Wider CommunityStatement of Minimum Requirement: Pupils should be enabled to explore how to respond appropriately in conflict situations.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesTake responsibility forwhat we say and do.Introduce and model turn-taking methodologies e.g. circle activities,plenary sessions or use self-decorated lollipop sticks to choose pupils for atask.Use your own classroom scenarios to discuss and manage problems thatarise. Adapt Dot Voting or Thumb Tool to help children take responsibilityfor their own choices and cope when options other than their preferencesare chosen.Use stories, puppets and soft toys to identify and manage fair and unfairbehaviour.Work together to draw up classroom rules/charter so that pupils realisethat agreeing to keep them will encourage positive relationships in theclassroom.Use a proactive approach to conflict resolution.Encourage the development of responsible attitudes and behaviour in dayto day situations e.g. classroom lists, helper charts, use of times to allocateturns and use a ‘no-blame’ approach to conflict management -What happened? How did you feel? What do we need to do now?Self-ManagementBe able to make choices anddecisions.Thinking, Problem-Solving andDecision-MakingMake simple predictions andsee possibilities.Living.Learning.Together.(LLT): Years 1 & 2: Blue Unitand suggested stories/furtherreading/additional resources.Active Learning and TeachingMethods for Key Stages 1 & 2.Primary Values: Something Else(CCEA).More Quality Circle Time:Jenny Mosley (LDA, 1998).The Right Start: Theme 5.www.liftoffschools.comwww.circle-time.co.ukStepping Outwww.nicurriculum.org.uk12


Theme 8:Similarities and DifferencesFoundation StageStrand One: Mutual Understanding in theLocal and Wider CommunityStatement of Minimum Requirement: Pupils should be enabled to explore similarities and differences between groups of people.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesRecognise thesimilarities anddifferences in familiesand the widercommunity.Use photos as a stimulus to discuss family, including extended family.Use a variety of techniques/media to illustrate the different members oftheir families.During play sessions use a variety of multicultural puppets and dolls,cooking utensils, clothes, etc., to highlight similarities and differences.Organise classroom visits from key family members e.g. a grandmother orparent.Explore who lives in my community and what jobs they do.Use stories, poems, jigsaws and information books on diversity themes/issues.Working with OthersDevelop the routines oflistening, turn taking, sharingand co-operating.Develop confidence at beingwith adults and other childrenin a variety of contexts.Thinking, Problem-Solving andDecision-MakingShow their ability to memoriseby recalling and structuringexperiences and stories.Living.Learning.Together.(LLT): Year 1 & 2: Indigo Unitand suggested stories/furtherreading/additional resources.Primary Values: Something Else(CCEA).Sesame Tree: Out and About withHilda: chps 2, 4, 5 & 6 (BBC NI).www.bbc.co.uk/northernirelandUnderstand thateveryone is of equalworth and that itis acceptable to bedifferent.Make face puppets of each pupil within the class and use these to identifydifferences in physical characteristics e.g. eye colour, hair colour etc.Use this information to create a pictograph.Collect data on our different characteristics and collate as a class book.Play a variety of games that celebrate similarities and difference e.g.People Bingo (group together if you have a brother, belong to a swimmingclub, wear glasses, have freckles etc.)Draw or cut out pictures from magazines that represent things that pupilslike. Display in a gallery session and use to appreciate similarities anddifferences. Show and tell ‘All about Me’.Make an ‘I like’ mobile using pictures (drawn or from magazines) or modelsand display.Managing InformationBegin to plan and identify anduse simple methods to recordinformation.Being CreativeTalk about their memories andexperiences.Continued on next page13


Theme 8:Similarities and DifferencesFoundation StageStrand One: Mutual Understanding in theLocal and Wider CommunityLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesCelebrate specialoccasions.Discuss and describe what a celebration is/meaning of the word...Adults and pupils bring photos of a family or community celebration theyhave taken part in and compare and contrast with other photographs in theclass. (NB: If some pupils have no photos, take a photo in school of them‘celebrating’ something with others e.g. a group success or a team winninga game).Explore how different cultures celebrate different occasions usingliterature, posters, local initiatives and visitors e.g. Chinese New Year.Organise a class celebration – use Plan Do Review to involve the pupils inplanning all the aspects of the celebration - invitations, party food, partygames, table decoration etc.Thinking, Problem-Solving andDecision-MakingMake close observations andprovide descriptions of whatthey notice.Self-ManagementTalk about what they are doingand what they have learned.Being CreativePlay for pleasure and as a formof creative expression.Stepping Outwww.nicurriculum.org.ukSesame Tree: Out and About withHilda (BBC NI).www.bbc.co.uk/northernirelandThe Right Start: Theme 3.www.liftoffschools.com14


Theme 9:Learning to Live asMembers of the CommunityFoundation StageStrand One: Mutual Understanding in theLocal and Wider CommunityStatement of Minimum Requirement: Pupils should be enabled to explore learning to live as a member of a community.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesUnderstand theinterdependentnature of the class/school communityand ourselves asparticipant members.Demonstrate the interdependence of people in the class/school community,using a jigsaw activity where the pieces of the jigsaw are made out ofphotographs of each adult and pupil in the classroom. When individuals areabsent from school for any reason, refer to the jigsaw and talk about thedifference this makes.Create opportunities for younger and older pupils to work and play togethere.g. paired reading, playground pals.Use home learning activities, e.g. caring for a teddy bear for the weekend.Invite members of the school community to the classroom to discuss theirrole and ways in which pupils and adults can help each other. Link theseclass visits to topics e.g. canteen staff and healthy eating, crossing patroland safety.Working with OthersLearn to work and playcooperatively.Develop confidence at beingwith adults and other pupils in avariety of contexts.Being CreativeBe curious and ask questionsabout the world around them.Thinking Skills, Problemsolving and Decision MakingGive opinions and reasons.Living.Learning.Together.(LLT): Years 1 & 2: Violet Unitand suggested stories/furtherreading/additional resources.Primary Values: jigsaw template(CCEA).Sesame Tree: Out and About withHilda (BBC NI).www.bbc.co.uk/northernirelandListen and Think: A BirthdaySurprise (CCEA).Be aware of ourattitudes to others inthe school community.Explain class and school charters regularly, referring to how the schoolcommunity works and plays together, e.g. watch and discuss DVD clips onsharing, taking turns and being honest from Out and About with Hilda.Working with OthersLearn to behave and touse words to suit differentpurposes.Thinking, Problem-Solving andDecision MakingGive opinions and reasons. Askdifferent types of questions.Continued on next page15


Theme 9:Learning to Live asMembers of the CommunityFoundation StageStrand One: Mutual Understanding in theLocal and Wider CommunityLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesCelebrate a specialoccasion.Have a birthday or similar celebration once a month for adults and pupils inthe class.Plan how to celebrate special days in the classroom and special events inschool and in the local and wider community, e.g. a pupil returning after aperiod of illness, a local festival or event.Managing InformationBegin to plan.Working with OthersBe willing to join in.Calendar from Stepping Outresource atwww.nicurriculum.org.uk(in PDMU links).16


Thinking Skills & Personal Capabilities mapped toPDMU themes by Key StageFoundation StageManaging InformationThemeWork with a focus, ask and respond to questions to clarify the task.Select, with help, information from materials and resources provided andsuggest ways to obtain information.Follow directions in relation to a task.Begin to plan. 8 9Identify and use simple methods to record information. 4 84 4a4aThinking, Problem-Solving and Decision-MakingThemeShow their ability to memorise by recalling and restructuring experiences andstories.Make close observations and provide descriptions of what they notice. 1 2 2 4 4a 4b 8Show the ability to sequence and order events and information, and to seewholes and parts.Identify and name objects and events as same/different, sort and put objectsinto groups.Make simple predictions and see possibilities. 2 4 7Give opinions and reasons. 2 4a 4b 6 9 9Ask different types of questions. 95 8Being CreativeBe curious and ask questions about the world around them, using all thesenses to explore and respond to stimuli.4 4a 5 9ThemeTalk about their memories and experiences. 1 2 4 4a 5 8Play for pleasure and as a form of creative expression. 4a 8Show excitement, enjoyment and surprise in learning.Be willing to take on new challenges.Experiment with ideas through writing, drawing, mark making, model making. 21


Thinking Skills & Personal Capabilities mapped toPDMU themes by Key StageWorking with OthersThemeBe willing to join in. 3 5 9Learn to work and play cooperatively. 3 6 9Develop routines of listening, turn-taking, sharing, cooperating, and reachingagreement.Be able to learn from demonstration and modelling. 3 4Be aware of how their actions can affect others. 2 61 3 5 6 8Learn to behave and to use words to suit different purposes. 5 6 9Develop confidence at being with adults and other pupils in a variety ofcontexts.2 5 8 9Self-ManagementThemeTalk about what they are doing and what they have learned. 3 4 4a 4a 5 8Develop the ability to focus, sustain attention and persist with tasks. 3Develop awareness of emotions about learning, their likes and dislikes. 1 3Be able to make choices and decisions. 3 4 5 6 7Ask an adult or friend for help. 2 52


Date 30 SeptemberKey Stage OneProgression in Personal Development & Mutual Understanding (PDMU)This is a book about mygrandad and meBy Sonia O’Neill


Progression in Personal Development and Mutual Understanding*EVERY SCHOOL A GOOD SCHOOL: A Policy for School Improvement (DE2009) has at its core the central aim of promoting schools which enableall children to fulfil their potential. A key element in achieving thisvision involves removing the barriers to learning which can exist for somany children. A strong focus on Personal Development and MutualUnderstanding (PD&MU) can help to build pupils’ resilience to deal withchallenges and to provide the foundations on which lifelong learning can bebuilt.‘Progress in Personal Development and Mutual Understanding’ is intendedto provide support and guidance for teachers and curriculum leadersdelivering the PD&MU area of learning within the Northern IrelandCurriculum. It contains suggestions for activities in the two strands of thePD&MU framework: ‘Personal Understanding and Health ‘andMutualUnderstanding in the Local and Wider Community’.PD&MU places the child at the centre of the curriculum and throughengagement in a broad range of caught and taught activities seeks to equipand prepare young people for life, work and the challenges of being anadult in an increasingly complex society.The resource is organised into the nine themes of the PD&MU area oflearning, which have been sub-divided into Foundation Stage, Key Stage1 and Key Stage 2. Each theme relates to the statement of minimumrequirement for that key stage. Suggested learning intentions and samplelearning activities are provided as a guide to teachers as they plan anappropriate programme to deliver the statutory requirements of PD&MU intheir classrooms.The suggested activities lend themselves to both individual and grouplearning tasks, and as such they provide suitable opportunities for thedevelopment of a range of Thinking Skills and Personal Capabilities.Where this is appropriate, reference has been made to the relevant strandsof the Thinking Skills and Personal Capabilities framework (a mapping gridis provided at the end of this document in Appendix 1).The progression grid aims to give schools a whole school overview, whichcan assist curriculum leaders to successfully implement PD&MU inYears 1 to 7, and also to be used as a tool for monitoring and evaluatingprogression throughout the school.Acknowledgements:• Alison Thompson- CCEA• Kathryn Edgar- CCEA• Carol Weatherall- BELB• Daphne Wilson- NEELB• Dolores Davidson- NEELB• Jayne Simms- SELB• Debbie Trainor- SEELB• Oonagh McNelis- WELB• Carol McHugh- WELB


Theme 1:Self AwarenessKey Stage OneStrand One: Personal Understanding and HealthStatement of Minimum Requirement: Pupils should be enabled to explore their self-esteem and self-confidence.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesFeel positive aboutourselves, and developan understanding ofour self-esteem andconfidence.Use circle activities to encourage pupils to think about and discuss whatthey are good at.Create a class list of all the skills which pupils have acquired.Finish with a round of ‘I can ...’ and affirm all the things that they can do.Use the stories ‘Invisible Sam’ and ‘Positive Sam’ (LLT: Year 3 Red Unit) tohelp pupils recognise the power of both positive and negative commentsand the effects they can have on us.Model and encourage pupils to use positive self talk.Research and present information about pupils’ family name in order tolearn more about their name and to learn more about each other’s names.Self-ManagementDevelop an awareness of whatthey enjoy and their personalstrengths.Being CreativeGenerate as many ideasas possible, building andcombining ideas.Recognise and respect otherpeople’s feelings and ideas.Living.Learning.Together.(LLT): Years 3 & 4: Red Unitand suggested stories/furtherreading/additional resources.www.circle-time.co.ukInteractive Sarah and theWhammi: Units 1 & 3: Identityand Friendships.www.nicurriculum.org.ukBecome aware ofour own strengths,abilities, qualities,achievements,personal preferencesand goals.SEE THEME 3: Learning to learn.Make a treasure chest of talents. Whole class contribute to the treasurechest and celebrate their strengths and abilities.ICL: Let’s Celebrate.Wise Up and Think! Keep GoingBrenda (CCEA 2006).Lift Offwww.liftoffschools.com1


Theme 2:Feelings and EmotionsKey Stage OneStrand One: Personal Understanding and HealthStatement of Minimum Requirement: Pupils should be enabled to explore their own and other’s feelings and emotions and how theiractions affect others.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesRecognise, name andmanage our feelingsand realise they are anatural, important andhealthy part of beinghuman.Think, Pair, Share on topics relating to pupils’ own feelings e.g. ‘think of atime when you were excited, how did it feel?’Create classroom vocabulary mobiles/trees to extend vocabulary beyondthe four basic feelings (anger, sadness, fear and happiness).Pupils respond to characters in stories experiencing various emotionsthrough retelling the story orally, in pictures and/or in writing.Use art and music to express feelings and emotions.Use a variety of drama techniques to deepen pupils’ understanding offeelings and emotions (hot seating, tableau, freeze frame).Model affirmation statements, e.g. ‘It’s OK to feel....’, and encourage pupilsto use them with each other.Being CreativeListen to and share ideas andexperiences.Have experiences with all thesenses.Experiment and investigate reallife issues.Working with OthersShow the ability to learn fromshared and modelled activities.Recognise and respect otherpeople’s feelings and ideas.Working with OthersAdapt behaviour and languageto suit different situations.Show fairness to others.Recognise and respect otherpeople’s feelings and ideas.Living.Learning.Together.(LLT): Years 3 & 4: Orange Unitand suggested stories/furtherreading/additional resources.Active Learning and TeachingMethods for Key Stages 1 & 2.Sarah and the Whammiwww.nicurriculum.org.ukPrimary Values (CCEA).Helping Hands for Children(Northern Ireland Women’s AidFederation).www.niwaf.orgA Box Full of Feelings(Smallwood Publishing) availablefrom www.incentiveplus.co.ukContinued on next page2


Theme 2:Feelings and EmotionsKey Stage OneStrand One: Personal Understanding and HealthLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesRecognise and managethe effects of strongfeelings such as anger,sadness or loss.Make a feelings ‘barometer’ to help describe how individual pupils or theclass is feeling using extended vocabulary developed above.Learn simple self-help techniques to cope with strong feelings e.g. countto ten (anger management), positive self talk (self confidence), memory box(dealing with loss).Further develop skills of turn taking, cooperation and taking responsibilityin whole class situations and group work, activity-based learning,classroom routines and during play.Being CreativeGenerate as many ideas andoptions as possible, buildingand combining ideas.Thinking, Problem-Solving andDecision-MakingSuggest possible solutions toproblems.ICL: Let’s Celebrate.Thematic Unit: Celebrations andGood Times.Lift Off: The Right Start:Theme 5.www.liftoffschools.comSelf-ManagementSeek help from other peopleDevelop an awareness of....their personal strengths andlimitations.3


Theme 3:Learning to LearnKey Stage OneStrand One: Personal Understanding and HealthStatement of Minimum Requirement: Pupils should be enabled to explore positive attitudes to learning and achievement.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesBecome aware ofour own strengths,abilities, qualities,achievements,personal preferencesand goals.Circle activities and rounds e.g. ‘I am proud of....’, ‘I am good at...’,‘the bit of my work that is hardest for me is...’.Pupil and teacher collaborate to record individual goals and achievementsin a learning journal.Use Think, Pair, Share and ask pupils to focus on their skills, talents, goalsor what they have learned. Identify and affirm each other’s abilities andideas.Contribute to class display of our qualities and achievements, inside andoutside school.Self-ManagementDevelop an awareness ofwhat they enjoy and what theyfind difficult, their personalstrengths and limitations.Living.Learning.Together.(LLT): Years 3 & 4: Red Unitand suggested stories/furtherreading/additional resources.The Think Pack (CCEA).Going for Goals Years 3 and 4:Social and Emotional Aspectsof Learning Programme (SEAL)published by DfESand downloadable athttp://nationalstrategies.standards.dcsf.gov.uk/node/66416Continued on next page4


Theme 3:Learning to LearnKey Stage OneStrand One: Personal Understanding and HealthLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesAcknowledge thateveryone makesmistakes: thatattempts can fail orhave disappointingoutcomes, but thatthis is a natural andhelpful partof learning.Use plenary sessions to explore why things did not work so welle.g. in play-based learning. Discuss how to improve or what to dodifferently next time.Respond to situations in stories where a character experiences setbacksand how these setbacks are overcome e.g. Keep Going Brenda from,Wise Up and Think set of stories.Being CreativeListen to and share ideas andexperiences.Enjoy the unexpected, unusualand surprising.Thinking, Problem-Solving andDecision-MakingSuggest possible solutions toproblems.Wise Up and Think!Keep Going Brenda (CCEA, 2006).4Rs classroom posters inAssessment for Learning:A Practical Guide(CCEA, 2009).Managing InformationAsk more focussed questionsabout the task, clarify purposeand what needs to be done.Recognise where similar taskshave been done in the past.Set goals for their work, breaktasks into smaller tasks andplan the next steps.Recognise how we candevelop and improveour learning.Develop a language to talk about their learning, using the specificstrategies detailed in the 4Rs posters (Assessment for Learning:A Practical Guide).Contribute to agreeing individual or class success criteria.Contribute to identifying and working towards personal targets.Collect evidence that targets have been met and share successes withinthe class or school.Contribute to a Plus, Minus Interesting (PMI) or KWL board at the end of aday/topic, sharing their experiences of learning.Self-ManagementCheck that they are achievingtheir purpose by talking abouttheir learning, how the workwas carried out and someaspect that might be improved.5


Theme 4:Health, Growth and ChangeKey Stage OneStrand One: Personal Understanding and HealthStatement of Minimum Requirement: Pupils should be enabled to explore strategies and skills for keeping healthy.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesRecognise and valuethe options for ahealthy lifestyleincluding the benefitsof exercise, rest,healthy eating andhygiene.Use Walking Debates to gauge pupils’ knowledge and attitudes to whatconstitutes ‘healthy’ and ‘unhealthy’ foods. Use school’s PE programmeand after school sports activities to deepen pupils’ knowledge of therelationship between physical activity, good health and well-being.Encourage pupils to taste new or unusual fruits and vegetables.Develop knowledge of food groups with reference to the ‘Eatwell’ platemodel (Food Standards Agency).Managing InformationRecord information in a varietyof formats.Being CreativeListen to and share ideas andexperiences.Living.Learning.Together.(LLT): Years 3 & 4:Yellow Unitand suggested stories/furtherreading/additional resources.Active Learning and TeachingMethods for Key Stages 1 & 2.Have respect for ourbodies and those ofothers.Talk about how our choices can affect our bodies and those of others e.g.caring for siblings and friends, smoking, fighting, taking risks, infectioncontrol measures. Pupils work in groups to sort pictures of peoplehaving/not having respect for themselves or others.Thinking, Problem-Solving andDecision-MakingExplain the reasons for choicesand actions.Working with OthersRecognise and respect otherpeople’s feelings and ideas.Eatwell Plate(Food Standards Agency) atwww.food.gov.ukSchool Food: The essential guide(top marks) (DENI).Be aware of the stagesof human growth anddevelopment.Discuss and identify correct names for body parts. Measure height, handspan and foot size at different times of the year. Pupils use photographs ofthemselves to create a timeline of development.Managing InformationUse their own and others ideasto identify and select varioussources of information.Continued on next page6


Theme 4:Health, Growth and ChangeKey Stage OneStrand One: Personal Understanding and HealthLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesRecognise howresponsibilities andrelationships changeas people grow anddevelop.Role-play Stages of Ages activity from LLT (Year 5 Yellow Unit).Being CreativeExperiment and investigatereal life issues.Living.Learning.Together. (LLT):Years 3 & 4: Yellow Unit.Lift Off: The Right Start.www.liftoffschools.comUnderstand thatmedicines are given tomake you feel better,but that some drugsare dangerous.Establish and discuss rules for taking medicines. Examine empty medicinepackaging and highlight important information and learning points.Thinking, Problem-Solving andDecision-MakingMake decisions and generateoptions.Understand that ifnot used properly,all products can beharmful.Use Group Picture Stories (LLT Year 4 Yellow Unit) to recognise importanceof safe handling of medicines, including syringes. Consider the risks fromsome everyday products, focusing on the use of all five senses to alert us todanger.Being CreativeGenerate as many ideas andoptions as possible, buildingand combining ideas.Be aware that somediseases are infectiousand some can becontrolled.Use topical media issues to explore this point e.g. swine flu epidemic andthe role we can all play, including hand-washing, using tissues etc.Managing InformationAsk more focused questionsabout the task; clarify purposeand what needs to be done.7


Theme 6:Rules, Rights and ResponsibilitiesKey Stage OneStrand One: Mutual Understanding in theLocal and Wider CommunityStatement of Minimum Requirement: Pupils should be enabled to explore responsibility, respect, honesty and fairness.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesIdentify members ofour school communityand the roles andresponsibilities wehave.Recognise theinterdependenceof members in theschool community.Be aware ofhow the schoolcommunityinteracts.Make a classroom/corridor photo display (non-hierarchical preferably),to identify members of the school community, their roles and how theyinteract with each other.Interview a member of staff in their working environment or invite a visitorto the classroom from the teaching, non-teaching or governors staff.Use digital camera and software to document visits/visitors.Discuss practical ways of working together with members of the schoolcommunity in class meetings and through the school council.Develop a wide range of ‘class jobs’. Draw up job descriptions and discusshow these are to be allocated and organised.Further develop the classroom charter and reference to children’s rightsand responsibilities.Agree and draw up suitable rewards and sanctions to complement classcharter and school positive behaviour policy.Managing InformationRecord information in a varietyof formats.Being CreativeListen to and share ideas andexperiences.Investigate real life issues.Working with OthersShow fairness to others.Recognise and respect otherpeople’s feelings and ideas.Managing InformationBegin to identify audience andpurpose when communicating.ICL: School’s Cool (CCEA).www.schoolcouncils.orgLift Off: The Right Start.www.liftoffschools.comLiving.Learning.Together.(LLT): Years 3 & 4 Blue Unitand suggested stories/furtherreading/additional resources.United Nations Convention on theRights of the Child.www.unicef.org.ukContinued on next page12


Theme 6:Rules, Rights and ResponsibilitiesKey Stage OneStrand One: Mutual Understanding in theLocal and Wider CommunityLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesUnderstand why andhow rules are made inclass, in the playgroundand at school.Understand that rulesare essential in anordered community.‘Rules have reasons’ activity (LLT Year 3 Unit 5) looking at why rules help insociety e.g. at the swimming pool.Thinking, Problem-Solving andDecision-MakingMake decisions and generateoptions. Suggest possiblesolutions to problems. Explaintheir opinions and the reasonsfor choices and actions.Living.Learning.Together. (LLT):Year 3 Blue Unit.www.unicef.org.ukwww.trocaire.orgwww.oxfam.org.ukwww.sendmyfriend.orgICL: Once Upon a Time (CCEA).Identify thepeople, jobs andworkplaces in thecommunity.Plan activity-based learning opportunities (with pupils) to focus on people,jobs and workplaces specific to the local community.Being CreativeShow curiosity whenapproaching new tasks andchallenges.Generate as many ideas andoptions as possible. Taketime to use imagination forenjoyment.Financial Capability microsite.www.nicurriculum.org.uk/fcPrimary Values (CCEA).Living.Learning.Together. (LLT):Year 4 Blue Unit.www.unicef.org.ukRealise thatmoney canbuy goods andservices and isearned throughwork.Discuss ‘wants and needs’ in relation to finance. Relate this to local,national and global aspects of children’s lives, including reference toUNCRC.Explore pupil lifestyle choices and financial implications (LLT Year 4 Unit 5).Compare lifestyle with children in other countries e.g. through globalwebsites such as Trocaire, Oxfam, UNICEF, etc.Thinking, Problem-Solving andDecision-MakingShow their understanding byorganising and summarising.Be systematic and work throughthe stages in a task.www.liftoffschools.comWorking with OthersDecide what needs to be done ina group and take responsibilityfor aspects of the work.13


Theme 7:Managing ConflictKey Stage OneStrand One: Mutual Understanding in the Local and Wider CommunityStatement of Minimum Requirement: Pupils should be enabled to explore constructive approaches to conflict.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesIdentify ways in whichconflict may arise athome, and exploreways in which it couldbe lessened, avoided orresolved.Create a scenario of a team game where one person is left out, to demonstratewhat being left out feels like and talk about how we can prevent and/or dealwith it.Encourage pupils to write on an outline body shape of a pupil, words whichdescribe how being left out feels including own experiences and talk abouthow we can prevent and/or deal with it.Working With OthersShow the ability to learnfrom shared and modelledactivities; and adapt behaviourand language to suit differentsituations.Living.Learning.Together. (LLT):Year 4 Unit 5. Years 3 & 4 Blue Unitand suggested stories/furtherreading/additional resources.Primary Values: Something Else(CCEA).Identify ways in whichconflict may arise atschool, and exploreways in which it couldbe lessened, avoided orresolved.Discuss real life conflict situations at school. Examine words, gestures,body language and actions to model how to join in or make up after falling out.Teach simple conflict management skills.Identify the difference between falling out and bullying.Discuss and identify what pupils should do when they experience or witnessbullying and use findings to develop a poem or an anti-bullying rap.Begin to learn about the United Nations Convention on the Rights of the Childand how this can guide and shape relationships and behaviour. Relate this toclass charter/rules.Inform parents of the strategies used in school to manage conflict and howthese could be applied at home.Being CreativeGenerate as many ideas aspossible, building and combiningideas.Self-ManagementDevelop an awareness of whatthey enjoy and what they finddifficult, their personal strengthsand limitations.Wise Up and Think:Not On Your Own (CCEA).Interactive Sarah and theWhammi.www.nicurriculum.org.uk‘The Bully Free Classroom:Over 100 Tips and Strategies forTeachers K-8’ by A.L. Beane.Something To Say atwww.savethechildren.orgwww.circle-time.co.ukLift Off: The Right Start: Theme 5www.liftoffschools.comThe United Nations Convention onthe Rights of the Childwww.unicef.org.uk/crc/Highscope: 6 Steps to ConflictResolution.14


Theme 8:Similarities and DifferencesKey Stage OneStrand One: Mutual Understanding in theLocal and Wider CommunityStatement of Minimum Requirement: Pupils should be enabled to explore similarities and differences between groups of people.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesAppreciate wayswe are similar anddifferent, e.g. age,culture, disability,gender, hobbies, race,religion, sportinginterests, abilities andwork.Be aware of our owncultural heritage,its traditions and itscelebrations.Use the differences that exist within the class/school to explore diversitye.g. different cultures within school to talk about the various types offestivals which they celebrate.Use differences that exist within the classroom or school or family toexplore disability.Find out about people who have a disability e.g. a celebrity sports personsuch as Dame Tanni Gray, or someone in their locality.Invite pupils to experience different disabilities e.g. do an activity wearing ablind fold and with a partner giving instructions.Create and design a community map identifying significant places for pupilsand others.Talk about the faith groups or religious organisations some pupils maybelong to.Explore our different cultures and how we celebrate theme.g. St Patrick’s Day, 12th July, Ballinasloe Fair.Discuss different national costumes and invite pupils to come to schoolwearing clothes that express their culture.Create a calendar of different celebrations throughout the year (relevant topupils’ experiences).Working with OthersBecome adept at turn takingsharing and co-operating whenworking in a group.Adapt behaviour and languageto suit different situations.Working with OthersShow fairness to others andrecognise and respect otherpeople’s feelings and ideas.Managing InformationUse their own and other’s ideasto identify, locate and selectvarious sources of information.Thinking, Problem-Solving andDecision-MakingIdentify similarities anddifferences by making simplecomparisons and connections.Thematic Units: Celebrationsand Good Times & My Place andYours.ICL: Let’s Celebrate.Lift Offwww.liftoffschools.comLiving.Learning.Together. (LLT):Year 4: Indigo Unit and suggestedstories/further reading/additionalresources.Stepping Outwww.nicurriculum.org.ukwww.the-north-pole.comThematic Unit: Food for Thought.Continued on next page15


Theme 8:Similarities and DifferencesKey Stage OneStrand One: Mutual Understanding in theLocal and Wider CommunityLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesRecognise andvalue the cultureand traditions ofanother group in thecommunity.Explore the causeof conflict in owncommunity and how wefeel about it.Invite someone from another culture to tell the class about their cultureand celebrations, looking at similarities and differences in food, clothing,language and religious beliefs.Explore different types of food eaten at times of celebration and inviteparents to bring in a food from their own culture (World Food Day –ask all parents to contribute).Identify issues which cause some conflict in the local community and whichpupils are aware of (e.g. disagreement about a new development, a march,young people hanging about) and use a Thinking frame to describe bothsides of the story.Being CreativeListen to and share ideas andexperiences.Show curiosity whenapproaching new tasks andchallenges.Self-ManagementSeek help from other people.Thinking, Problem-Solving andDecision-MakingSuggest possible solutions toproblems.Explain their methods andopinions and the reasons forchoices and actions.Primary Values: Children aroundthe world poster; Something Else.Interactive Sarah and the Whammiwww.nicurriculum.org.ukThematic Unit: Celebrations andGood Times.Living.Learning.Together.(LLT): Years 3 & 4: Indigo Unitand suggested stories/furtherreading/additional resources.Stepping Outwww.nicurriculum.org.ukThematic Unit: My Place and Yours(CCEA).Managing InformationAsk more focused questionsabout the task, clarify purposeand what needs to be done.Wise Up and Think:Not on Your Own.www.nicurriculum.org.ukA Life Like Mine (DK Publishing).Be aware of thediversity of peoplearound the world.Explore practical ways for pupils to be in contact with people/childrenfrom around the world e.g. email links, Global Partnerships, ConnectingClassrooms, Comenius, family or church connections, visitors to theclassroom.Look at how we celebrate the abilities of people with a disability globallye.g. Special Olympics.Working with OthersDevelop further habits ofcollaborative learning.Show the ability to learn fromshared and modelled activities.Lift Offwww.liftoffschools.com16


Theme 9:Learning to Live asMembers of the CommunityKey Stage OneStrand One: Mutual Understanding in theLocal and Wider CommunityStatement of Minimum Requirement: Pupils should be enabled to explore developing themselves as members of a community.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesRecognise theinterdependence ofmembers in the schoolcommunity.Be aware of our owncultural heritage,its traditions and itscelebrations.Create a Collage to show the relationships between adults and pupils in theschool community, including their roles and responsibilities. Alternativelya display of individuals and groups in school can be linked by pins andthreads/ribbons – try not to create hierarchical relationships i.e. principalat the top, children at the bottom.Human Knot activity: with pupils standing in a circle invite them to join eachhand to a different person across the circle forming a human knot. Withoutdropping hands have everyone ‘unravel’ the knot so that they once againstand in a circle.Enable pupils to contribute to class and school council meetings -teach skills of contributing, listening, compromising and making decisions.Use circle activities to find out if and when class members felt valued,listened to, left out. Use ‘would it help if?’ to sort out negative experiencesin class.‘Suns and clouds’ display based on pupils’ positive and negativeexperiences based on how they have been treated in class and school.Thinking, Problem-Solving andDecision MakingShow their understanding byorganising and summarising.Sequence, order and rank alongdifferent dimensions.Working with OthersAdapt behaviour and languageto suit different situations.Show fairness to others.Recognise and respect otherpeople’s feelings and ideas.Living.Learning.Together.(LLT): Years 3 and 4: Violet Unitand suggested stories/furtherreading/additional resources.ICL: School’s Cool (CCEA).Joined Up (NICIE).ICLs: Let’s Celebrate; Houses andHomes (CCEA).Thematic Units:Celebrations and Good Times;My Place and Yours (CCEA).Be aware of who andwhat influences ownviews, feeling andbehaviour at home.Use photographs of family situations taken from magazines to encouragepupils to identify relationships, interpret scenarios and predictconversations. Include family photographs from other parts of the world toensure there is a global dimension to this activity.Being CreativeListen to and share ideas andexperiences. Generate as manyideas and options as possible,building and combining ideas.Continued on next page17


Theme 9:Learning to Live asMembers of the CommunityKey Stage OneStrand One: Mutual Understanding in theLocal and Wider CommunityLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesBe aware of who andwhat influences ourviews, feelings andbehaviour at school.Use a Mind Map for each pupil to identify who influences them in the schoolcommunity.Give opportunities for pupils to affirm each other using different formats –spoken, written, action based.Use Revolving Circle activity to explore the positive and possible negativeinfluences of friends.Use role-play to help pupils understand situations where they are beinginfluenced both positively and negatively by peers in school.Practise saying ‘no’ to unsafe or inappropriate situations in scenariosrelevant to school.Working with OthersAdapt behaviour and languageto suit different situations.Show fairness to others.Recognise and respect otherpeople’s feelings and ideas.Thinking, Problem-Solving andDecision-MakingSuggest possible solutionsto problems. Explain theirmethods and opinions, and thereasons for their choices andactions.Wise Up and Think.Living.Learning.Together. (LLT):Year 4 Violet Unit and suggestedstories/further reading/additionalresources.Primary Values:Dinosaurs and all that Rubbish(CCEA).Understand how theenvironment could bemade better or worseto live in and whatcontribution we canmake.Use/create a community map to explore pupils’ knowledge of andinvolvement in the local community. Identify potential areas where theycould make a difference through their contribution. Use ‘Plan, Do, Review’to plan as a class how to go about this e.g. help to prepare for a lunch forolder people, participate in a community clean up or recycling programme.Managing InformationAsk more focussed questionsabout the task, clarify purposeand what needs to be done.Working with OthersDecide what needs to bedone in a group and takeresponsibility for aspects of thework.18


Thinking Skills & Personal Capabilities mapped toPDMU themes by Key StageKey Stage 1Managing InformationThemeAsk more focused questions about the task; clarify purpose andwhat needs to be done.Recognise where similar tasks have been done in the past. 3Use their own and others’ ideas to identify, locate and select varioussources of information.Set goals for their work, break tasks into smaller parts andplans the next steps.Record information in a variety of formats. 4 6Begin to identify audience and purpose when communicating. 5 63 4 8 94 4a 83Thinking, Problem-Solving and Decision-MakingThemeShow their understanding by organising and summarising. 6 9Sequence, order and rank along different dimensions. 9Identify similarities and differences by making simple comparisons andconnections.Begin to test predictions and to look for evidence.Make decisions and generate options. 4 5 6Suggest possible solutions to problems. 2 3 4a 5 6 8 9Be systematic and work through the stages in a task. 6Explain their methods and opinions, and the reasons for choices and actions. 4 6 8 9Recognise the differences between why, what, where, when, andhow questions.84aBeing CreativeThemeShow curiosity when approaching new tasks and challenges. 6 8Have experiences with all the senses.2 4aListen to and share ideas and experiences. 1 2 3 4 5 6 8 9Generate as many ideas and options as possible, building and combining ideas. 1 2 2 4 4a 5 6 7 9Take time to use imagination for enjoyment. 6Enjoy the unexpected, unusual and surprising. 3Experiment and investigate real life issues. 2 4 4a 5 63


Thinking Skills & Personal Capabilities mapped toPDMU themes by Key StageWorking with OthersThemeDevelop further the habits of collaborative learning. 4a 8Become more adept at turn-taking, sharing and cooperating when workingin a group or team.Decide what needs to be done in a group and take responsibility for aspectsof the work.85 6 9Show the ability to learn from shared and modelled activities. 1 2 7 8Adapt behaviour and language to suit different situations. 2 7 8 9 9Show fairness to others. 2 5 6 8 9 9Recognise and respect other people’s feelings and ideas.1 2 2 4 4a 5 6 89 9Self-ManagementThemeCheck that they are achieving their purpose by talking about what they arelearning, how the work was carried out and some aspect that might beimproved.3 4aCheck their work routinely for accuracy and precision.Persist with tasks until an appropriate endpoint, with teacher prompting. 5Seek help from other people. 2 4a 5 8Work towards personal targets identified by teacher.Develop an awareness of what they enjoy and what they find difficult,their personal strengths and limitations.1 1 2 3 5 74


Key Stage TwoProgression in Personal Development & Mutual Understanding (PDMU)


Progression in Personal Development and Mutual Understanding*EVERY SCHOOL A GOOD SCHOOL: A Policy for School Improvement (DE2009) has at its core the central aim of promoting schools which enableall children to fulfil their potential. A key element in achieving thisvision involves removing the barriers to learning which can exist for somany children. A strong focus on Personal Development and MutualUnderstanding (PD&MU) can help to build pupils’ resilience to deal withchallenges and to provide the foundations on which lifelong learning can bebuilt.‘Progress in Personal Development and Mutual Understanding’ is intendedto provide support and guidance for teachers and curriculum leadersdelivering the PD&MU area of learning within the Northern IrelandCurriculum. It contains suggestions for activities in the two strands of thePD&MU framework: ‘Personal Understanding and Health ‘andMutualUnderstanding in the Local and Wider Community’.PD&MU places the child at the centre of the curriculum and throughengagement in a broad range of caught and taught activities seeks to equipand prepare young people for life, work and the challenges of being anadult in an increasingly complex society.The resource is organised into the nine themes of the PD&MU area oflearning, which have been sub-divided into Foundation Stage, Key Stage1 and Key Stage 2. Each theme relates to the statement of minimumrequirement for that key stage. Suggested learning intentions and samplelearning activities are provided as a guide to teachers as they plan anappropriate programme to deliver the statutory requirements of PD&MU intheir classrooms.The suggested activities lend themselves to both individual and grouplearning tasks, and as such they provide suitable opportunities for thedevelopment of a range of Thinking Skills and Personal Capabilities.Where this is appropriate, reference has been made to the relevant strandsof the Thinking Skills and Personal Capabilities framework (a mapping gridis provided at the end of this document in Appendix 1).The progression grid aims to give schools a whole school overview, whichcan assist curriculum leaders to successfully implement PD&MU inYears 1 to 7, and also to be used as a tool for monitoring and evaluatingprogression throughout the school.Acknowledgements:• Alison Thompson- CCEA• Kathryn Edgar- CCEA• Carol Weatherall- BELB• Daphne Wilson- NEELB• Dolores Davidson- NEELB• Jayne Simms- SELB• Debbie Trainor- SEELB• Oonagh McNelis- WELB• Carol McHugh- WELB


Theme 1:Self AwarenessKey Stage TwoStrand One: Personal Understanding and HealthStatement of Minimum Requirement: Pupils should be enabled to explore their self-esteem, self-confidence and how they develop as individuals.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesDevelop ourself-awareness,self-respect andself-esteem.Identify our currentstrengths andweaknesses.Use a range of affirming and active listening games and activities to identifythings the pupils are good at and to ensure everyone feels included andspecial.Use art and design, poetry, role-play and circle activities in order to exploresimilarities and differences between individuals to highlight and celebrateuniqueness and equality.Discuss the different aspects of our identity and the importance of having astrong sense of identity. Represent identity in a variety of ways, e.g.self portrait, including a personal statement (LLT Year 6 Red Unit 1),acrostic poem, descriptive writing, PowerPoint, and present to others.Complete a personal timeline to demonstrate the important events thathave happened throughout each pupil’s life.Create class collage to display the variety of pupil achievements. Use circleactivities to encourage pupils to recognise and name their own and others’positive qualities and to identify their own personal strengths and areasthat they can improve on.Discuss the different ways in which we learn e.g. complete ‘My LearningProfile’. (LLT Year 5 Red Unit).Managing InformationBe able to ask deeper and widerquestions to clarify the task andto set goals.Self-ManagementBe more confident in theirknowledge of their personalstrengths and limitations.Living.Learning.Together.(LLT): Years 5, 6 & 7: Red Unitand suggested stories/furtherreading/additional resources.Primary Values (CCEA).ICL: Mighty Me.Thematic Unit: Me Inc.www.circle-time.co.ukActive Learning & TeachingMethods for Key Stages 1 & 2.Continued on next page1


Theme 1:Self AwarenessKey Stage TwoStrand One: Personal Understanding and HealthLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesKnow how toconfidently expressour own views andopinions in unfamiliarcircumstances.Use circle activities, stories, drama and poetry to help identify andpractise strategies pupils can use to express their opinion in unfamiliarcircumstances e.g. moving to a new school, going on an overnight trip,meeting a new class/club member.Being CreativeSee opportunities in mistakesand failure.Value other people’s ideas.Working with OthersBe willing to help others withtheir learning.Face problems, tryingto resolve and learnfrom them.Generate a list of things that have been a challenge to pupils since startingprimary school. Discuss coping strategies. Prioritise and present the topten of these strategies in different display formats.Managing InformationDevelop methods for collatingand recording information andmonitoring progress on a task.Recognise howresponsibilities changeas we become olderand more independent.SEE THEME 4: Health, Growth and Change.Explore and examinewhat influences ourviews, feelings andbehaviour.SEE THEME 5: Relationships and THEME 9: Learning to live as Members of theCommunity.Develop strategies toresist unwanted peer/sibling pressure andbehaviour.SEE THEME 4A: Safety.2


Theme 2:Feelings and EmotionsKey Stage TwoStrand One: Personal Understanding and HealthStatement of Minimum Requirement: Pupils should be enabled to explore their management of a range of feelings and emotions and the feelingsand emotions of others.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesExamine and exploreour own and others’feelings and emotions.Use scenarios and thinking diagrams e.g. Consequence Wheel, FishboneStrategy and Conscience Alley to further deepen understanding of feelingsand emotions – what causes them, how they are experienced and how theyaffect our behaviour and attitudes.Pupils use ICT to express ideas and situations involving feelings and choicese.g. through animation, PhotoStory or other digital media.Pupils further develop talking and listening skills such as telling, retellingand interpreting memories and personal experiences related to feelingsand emotions.Managing InformationBe able to ask deeper and widerquestions to plan and set goals.Thinking, Problem-Solving andDecision-MakingDiscriminate between factand opinion and question thereliability of evidence. Examineoptions and weigh up pros andcons.Being CreativeLearn from and build on own andothers’ ideas and experiences.Value other people’s ideas.Living.Learning.Together. (LLT):Years 5,6 & 7: Orange Unitand suggested stories/furtherreading/additional resources.Living.Learning.Together. (LLT):Year 6, Violet Unit.Thematic Unit: Me Inc.Active Learning and TeachingMethods for Key Stages 1 & 2.ICL: Needs and Wants.www.circle-time.co.ukKnow how torecognise, express andmanage feelings in asafe and positive way.Use relaxation/visualisation sessions to encourage pupils to focus onfeelings and how to manage them.Introduce other self-help strategies e.g. ‘Bring It, Bag It or Bin It’, positiveself-talk, affirmations on post-its and model their use to pupils.Self-ManagementBe more confident in theirknowledge of personal strengthsand weaknesses.Thinking, Problem-Solving andDecision-MakingUnderstand more than one pointof view.Try alternative problem solvingsolutions and approaches.3Continued on next page


Theme 2:Feelings and EmotionsKey Stage TwoStrand One: Personal Understanding and HealthLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesRecognise that feelingsmay change at times ofchange and loss.Identify how feelings are involved in peer pressure and bullying in fiction orreal-life e.g. Danielle’s story (LLT Year 6 Violet Unit) and using a range ofDrama Techniques.Circle activities, Record of Achievement work, media presentations andstructured programmes to highlight the feelings associated with transitionto post-primary school.Assembly presentations and celebrations for leavers. Principal/classteacher modelling feelings and emotions.Visits to and by local feeder post primary schools, perhaps with past pupilssharing how they felt and what they did to cope with difficult feelings.Relationships and Sexuality Education activities and structuredprogrammes, focussing on feelings and emotions approaching and duringpuberty, perhaps linking with school nurse or other visitor.Activities to remember a child, adult or event related to strong feelingsassociated with change, loss or bereavement such as memory boxes,memory book or memory wall (Small Creature Resource –British Heart Foundation).Being CreativeSee opportunities in mistakesand failures.Experiment with differentmodes of thinking (e.g.visualisation).Working with OthersBecome more independent intheir social and interpersonalskills. Work with their peers toreach agreements and begin tomanage disagreements.Thinking, Problem-Solving andDecision-MakingMake links between possiblecauses and effects.Being CreativeLearn from and build onown and others’ ideas andexperiences. Value otherpeople’s ideas.Helping Hands for Children(Northern Ireland Women’s Aidfederation).www.niwaf.orgPrimary Values (CCEA).Living.Learning.Together. (LLT):Years 5,6 & 7: Orange Unit.Peer mediation trainingprogrammes.Something to Say.www.savethechildren.orgInteractive Sarah and theWhammi.www.nicurriculum.orgBridging the Circle – Transitionthrough Quality Circle TimeJenny Mosley(Positive Press, 2005).www.circle-time.co.ukSmall Creature Resource (BritishHeart Foundation).Life Changes (loss, change andbereavement for 3-11 year olds)(TACADE).4


Theme 3:Learning to LearnKey Stage TwoStrand One: Personal Understanding and HealthStatement of Minimum Requirement: Pupils should be enabled to explore effective learning strategies.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesKnow how toconfidently expressour views andopinions in unfamiliarcircumstances.Face problems, tryingto resolve and learnfrom them.Identify our currentstrengths andweaknesses.Develop an insightinto our potential andcapabilities.Reflect upon ourprogress and set goalsfor improvement.Help pupils to develop a language to talk about their learning, using thedetail of the 4Rs – Be Reflective, Be Resilient, Be Resourceful and BeReciprocal in plenary sessions, group work or throughThink, Pair and Share activities.Use the Fourth Son story to highlight the importance of learning (LLT Year 7Red Unit and SEAL).Choose a famous person who has achieved despite setbacks, representtheir journey on a timeline and record notable achievements and setbacksusing colours or symbols. Alternatively use Drama Techniques or digitalmedia to retell and interpret their story. Circle activities about potential,strengths, goals, resolutions e.g. rounds and affirmations.Use self and peer assessment and evaluations to further explore feelingsand emotions e.g. how do we feel and respond when we receive suggestionsfor improvement or know that we need to improve?Self-ManagementEvaluate what they have learnedand compare their approacheswith others. Make links betweentheir learning in differentcontexts.Being CreativeSee opportunities in mistakesand failures.Value other people’s ideas.Begin to develop their own valuejudgements about the merits oftheir work.Self-ManagementWork towards personal targetsidentified by themselves orjointly with the teacher.Be more confident in theirknowledge of personal strengthsand weaknesses.4Rs posters inAssessment for Learning: APractical Guide (CCEA, 2009).Living.Learning.Together.(LLT): Years 5, 6 & 7: Red Unitand suggested stories/furtherreading/additional resources.Going for Goals Years 5 and 6:Social and Emotional Aspectsof Learning Programme (SEAL)published by DfESand downloadable athttp://nationalstrategies.standards.dcsf.gov.uk/node/66416Continued on next page5


Theme 3:Learning to LearnKey Stage TwoStrand One: Personal Understanding and HealthLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesKnow the ways inwhich we learn best.Be aware of ourdifferent learningstyles and be able toidentify how we learnbest.Identify and practiseeffective learningstrategies.Pupils identify a preferred learning profile - based on multiple intelligences(LLT Year 5 Red Unit) or using Visual/Auditory/Kinaesthetic model.Experience a range of active learning strategies e.g. Each One Teach One.Each child teaches another how to do something simple, but new, e.g.hoola hoops, a football skill, make a friendship bracelet. Pupils should usePlan Do Review to structure the activity and relate back to how we learnbest.(LLT Year 7 Red Unit).Pupils keep an individual learning journal OR a class record of each time anew learning strategy is used in class e.g. Mind Maps, PMI, Five Questions,Diamond Ranking. Pupils/class record the method and how it helped themlearn, when they could use it again and so on. Pupils/class build up a bankof strategies which they can refer to as the year/key stage progresses.Being CreativeExperiment with different modesof thinking.Learn from and build on own andothers’ ideas and experiences.Value other people’s ideas.Experiment with objects andideas in a playful way.Make ideas real byexperimenting with differentdesigns, actions and outcomes.Working with OthersShow that they can work indifferent roles in a groupand take responsibility forappropriate tasks.Wise Up and Think stories(CCEA, 2006).Active Learning and TeachingMethods for Key Stages 1 & 2.The Think Pack (KS2)(CCEA, 2010).Self-ManagementLearn ways to manage their owntime.6


Theme 4:Health, Growth and ChangeKey Stage TwoStrand One: Personal Understanding and HealthStatement of Minimum Requirement: Pupils should be enabled to explore how to sustain their health, growth and well-being.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesUnderstand thebenefits of a healthylifestyle, includingphysical activity,healthy eating, restand hygiene.Mind Map a healthy lifestyle. Use the Food Standards Agency’s ‘Food Route’to develop pupils’ skills in relation to healthy eating and food hygiene. Workwith school meals staff to plan a themed menu day/week.Develop an advertising campaign to promote water-drinking in school.Make explicit links to school Physical Activity programme, including afterschool provision. Join in ‘Walk to School’ week and/or other promotions.Managing InformationBe able to classify, compare andevaluate information.Living.Learning.Together. (LLT):Year 5: Orange Unit; Year 6:Yellow Unit: Year 7: Yellow Unitand suggested stories/furtherreading/additional resources.Active Learning and TeachingMethods for Key Stages 1 & 2.www.up-2-you.netwww.eatwell.gov.ukwww.food.gov.uk(search Food Route)www.publichealth.hscni.netRecognise what shapespositive mental health.The Feelings Tree activity LLT Year 5 Orange Unit.Work in groups to role-play a number of difficult, but common, situationsinvolving feelings and emotions e.g. worries about school work, being leftout of games, falling out with a friend. Follow-up with carousel activitywhere pupils generate strategies for keeping mentally healthy and happyin these, or similar, situations.Being CreativeLearn from and build on own andothers’ ideas and experiences.www.activ8ni.netSchool Food: The Essential Guide(top marks) (DENI).Continued on next page7


Theme 4:Health, Growth and ChangeKey Stage TwoStrand One: Personal Understanding and HealthLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesKnow about theharmful effectstobacco, alcohol,solvents and otherillicit and illegalsubstances can haveon ourselves andothers.Use Diamond Ranking technique to sort substances from most to leastdangerous.Carry out spectrum debate or continuum on risky behaviours.Role play resisting peer pressure scenarios.Research effects of different drugs - use body template to record findings.Thinking, Problem-Solving andDecision-MakingMake links between possiblecauses and effects.Self-ManagementEvaluate what they have learned.http://www.ulstercancer.org/reduceyourrisk/smoking_smokebusters.aspToxic Agent resource pack.(from ELB or www.re-solv.org)PSNI visits.Understand thatbacteria and virusesaffect health and thatrisks can decreasewhen basic routinesare followed.Sparkle activity - put glitter on a pupil’s fingertip in the morning.Class continues as normal - note and discuss spread of glitter throughoutday. Each One Teach One activity using fact boxes on infection and bodyprotection (LLT Year 6 Yellow Unit).Use Hands of Doom drama to develop understanding of bacteria andhand-washing.Thinking, Problem-Solving andDecision-MakingMake and test predictions,examine evidence and makelinks between possible causesand effects.Being CreativeMake ideas real byexperimenting with differentactions and outcomes.Hands of Doom drama pack(General Consumer Council).www.gccni.org.ukActive Learning and TeachingMethods for Key Stage 1 & 2.School nurse visit.Education for Love resource.Know how the bodygrows and develops.Be aware of thephysical and emotionalchanges that takeplace during puberty.In accordance with school’s Relationships and Sexuality Education policy,discuss changes which take place during puberty, e.g. skin, hair, mood,voice, physical and e.g. which relate to male/female/both. ‘Agony Aunt’activity where pupils discuss fictional problems or concerns relating togrowing up and suggest solutions.Managing InformationHave a sense of audience andpurpose.Self-ManagementMake links between theirlearning in different contextsSeek help from a variety ofsources.Growing Up resource pack (BBC).Living & Growing resource(Channel 4).Continued on next page8


Theme 4:Health, Growth and ChangeKey Stage TwoStrand One: Personal Understanding and HealthLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesKnow how babies areconceived, grow andare born.Be aware of the skillsfor parenting and theimportance of goodparenting.Use appropriate resources to explain stages of foetal development (LLTYear 6 Yellow Unit).Look at a picture of a baby - list its basic needs and how these can be metto ensure it grows up safe and well. Complete same exercise for 4 year-oldand 11 year-old and compare. Freeze frame activity where pupils role-playhome scenes at different ages. Take part in freeze frame debrief (LLT Year6 Yellow Unit).Working with OthersBecome more independent intheir social and interpersonalskills.Parental visit(with baby if appropriate).Living.Learning.Together. (LLT):Follow-on activities in Green& Blue Units Years 5, 6 & 7.and suggested stories/furtherreading/additional resources.Recognise howresponsibilities changeas they become olderand more independent.‘How Can I Help?’ activity (LLT Year 5 Green & Blue Unit). Provideopportunities for pupils to take on responsibility in the class andschool community.Managing InformationBe able to ask deeper and widerquestions.Continued on next page9


Theme 4:Health, Growth and ChangeKey Stage TwoStrand One: Personal Understanding and HealthLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesKnow that AIDS is aprevalent diseasethroughout theworld and is a majorhealth issue for manycountries.Pupils work in ‘expert’ groups to research and present information to othergroups on global diseases/epidemics.Self-ManagementWork towards personal targets.Be more confident in theirknowledge of personal strengthsand weaknesses.Managing InformationSelect the most appropriatemethods for the particular task.Develop methods for collatingand recording information andmonitoring progress on a task.Have a sense of audience andpurpose.Charity Campaign Websites.Active Learning and Teachingmethods for Key Stage 1 & 2.Working with OthersShow that they can work indifferent roles in a group.Be willing to help others withtheir learning.10


Theme 4a:SafetyKey Stage TwoStrand One: Personal Understanding and HealthStatement of Minimum Requirement: Pupils should be enabled to explore ways of coping safely and efficiently with their environment.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesDevelop strategies toresist unwanted peer/sibling pressure andbehaviour.‘What If’ cards safety activity from (LLT Year 5 Yellow Unit). Ask pupils toconsider ways of managing challenging situations and the consequences oftheir choices.Working with OthersBecome more independent insocial and interpersonal tasks.Living.Learning.Together.(LLT): Year: 5 and 7: Yellow Unitand suggested stories/furtherreading/additional resources.Recognise, discuss andunderstand the natureof bullying and theharm that can result.Walking Debate where pupils decide what constitutes ‘bullying’.Use the Consequence Wheel to show how our behaviours can affect others.Self-ManagementMake links between learning indifferent contexts.Active Learning and TeachingMethods for Key Stages 1 & 2.http://www.savethechildren.org.uk/en/docs/NI_something_to_say.pdfBecome aware ofthe potential dangerof relationshipswith strangers oracquaintances,including good and badtouches.In line with the school’s RSE policy, use the Thinking Skills Diagram fromLLT (Year 7 Yellow Unit) to promote thinking and discussion of options whenmaking decisions.Ensure that pupils are aware of how to approach the designated teacher forchild protection and others who can help them in school and of the school’sposition in regard to confidentiality.Thinking, Problem-Solving andDecision-MakingMake links between possiblecauses and effects.Try alternative problem solvingsolutions and approaches.Continued on next page11


Theme 4a:SafetyKey Stage TwoStrand One: Personal Understanding and HealthLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesBecome aware of:appropriate road use:• how to apply theGreen Cross Code;• how conspicuityreduces roadcollisions;• passenger skillsincluding boardingand disembarkingfrom cars and home;• school transport; and• how bicycles arebest maintained andridden.Examine newspapers for coverage/reports of local road accidents –pair or small group on a Five Questions activity to explore the event in moredepth – what learning points can be gleaned from these events?Cycling Proficiency work at Key Stage 2.Develop a code of conduct for use on school transport.Pupils use the ‘Tales of the Road’ to identify their own unsafe/riskybehaviours and create a personal ‘pledge’ to be more responsible for theirown personal safety.Thinking, Problem-Solving andDecision-MakingUse different types of questionsystematically and with purpose.Try alternative problem solvingsolutions and approaches.Working with OthersShow that they can work indifferent roles in a groupand take responsibility forappropriate tasks.www.road2safety.orgwww.doeni.gov.uk‘Tales of the Road’ atwww.dft.gov.ukCASE programme (PSNI).‘Walk to School’ initiative(from DOE).Road Safety calendars.Cycling proficiency scheme.www.staywise.co.ukDevelop a pro-activeand responsibleapproach to safety.Know where, when andhow to seek help.Work in pairs or small groups to create public safety messages in the formof posters/fliers on local and current issues e.g. firework, farm, fire orwater safety etc. Identify situations where personal safety may be at riskand where and how to seek help.Sequencing activity on what to do in the case of a medical or otheremergency. Link events to appropriate emergency services i.e. who doeswhat? Read and share stories where the central character has had to actquickly to save a life.Self-ManagementSeek help from a variety ofsources.Thinking, Problem-Solving andDecision-MakingShow the ability to usememory strategies to deepenunderstanding.www.nifrs.org/safety-team‘Rosie’s Resus Heroes’British Heart Foundation.www.bhf.orgDisplay of appropriate materialidentifying people in school andorganisations outside school,who provide help and support.Continued on next page12


Theme 4a:SafetyKey Stage TwoStrand One: Personal Understanding and HealthLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesBe aware of basicemergency proceduresand first aid.‘Heartstart’ programme delivered throughout Key Stage 2.Discuss and practise key emergency life skills using mannequins,procedures and role play.Working with OthersWork in different roles in agroup and take responsibility forappropriate tasks.13


Theme 5:RelationshipsKey Stage TwoStrand One: Mutual Understanding in the Local and Wider CommunityStatement of Minimum Requirement: Pupils should be enabled to explore how to initiate and develop mutually satisfying relationships.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesExamine and explorethe different types offamilies that exist.Use class novels/reading scheme to gather information on the range ofdifferent family structures that exist, including gender roles(if suitable, use pupils’ own experiences too).Record the different roles that people play in families in this country.Compare these to other cultures and global situations e.g. workingchildren.Research children/families in conflict, e.g. Rwanda, Kosovo, Somalia,El Salvador. Examine the role played by the children in these households.Use compare and contrast thinking frames to look at modern day familiesand families in the past.Managing InformationBegin to challenge conventionsand assumptions.Be able to classify, compare andevaluate information.Thinking, Problem-Solving andDecision-MakingExamine options and weigh uppros and cons.Charity websites e.g.Trocaire, UNICEF.Primary Values: Grace and Family(CCEA).www.unicef.org.ukwww.liftoffschools.comRecognise the benefitsof our friends andfamilies.Explore a variety of situations and scenarios. List the positive things aboutyour family – what we do together (e.g. we can go the cinema, the park,eat together, celebrate together). Talk about the benefits e.g. belonging andpositive relationships.Being CreativeLearn from and build on own andother’s ideas and experiences.Value other people’s ideas.Working with OthersBecome more independent insocial and interpersonal skills.Find out about sourcesof help and support forindividuals, familiesand groups.Divide class into ‘expert groups’ to research and report on support servicesfor families e.g. Citizens’ Advice Bureau, bereavement organisations,Childline, Northern Ireland Commission for Children and Young People(NICCY), Child Support Service.Examine sources of help for children in conflict e.g. Save the Children,Amnesty International, Oxfam, UNICEF.Self-ManagementSeek help from a variety ofsources.Become more self directed byworking independently or with agroup.Continued on next page14


Theme 5:RelationshipsKey Stage TwoStrand One: Mutual Understanding in the Local and Wider CommunityLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesExplore and examinewhat influences ourviews, feelings andbehaviours.Complete ‘Who Influences Me’ (LLT Year 7 Blue Unit) to reflect how we areinfluenced by family, friends, society, the media etc. Are these influencespositive or negative? What impact do they have on our lives? Mind Map theinfluences, using different thickness and colours for the lines to describethe strength of the influence.Explore the role of media (soaps, advertising) on choices and attitudes.Practise strategies for saying no.Thinking, Problem-Solving andDecision-MakingExamine options and weigh uppros and cons.Try alternative problem solvingsolutions and approaches.Understand more than one pointof view.Living.Learning.Together. (LLT):Years 5, 6 and 7: Violet Unitand suggested stories/furtherreading/additional resources 7.Active Learning & TeachingMethods for Key Stages 1 & 2(CCEA).Consider thechallenges and issuesthat can arise:••at home;••at school;••between friendsand how they can beavoided, lessened orresolved.Discuss how to deal with a number of difficult situations e.g. jealousy,uncertainty, feeling left out and pressure to belong and conform.Use a decision dice to explore a number of scenarios.Use Consequence Wheel to record potential outcomes.Explore the story ‘Old Friends, New Friends’. How do you cope whenfriendship groups change?Discuss coping with change e.g. transition to a new school. Make a worrybag. Pick out a worry and pupils discuss either as a whole class or a smallgroup how to deal with the situation.Place a concern on a ‘Can you help?’ notice board. Provide sticky notes forthe class to individually contribute their suggestions.Working with OthersWork with peers to reachagreements and begin tomanage disagreements.Self-ManagementBe more confident in theknowledge of personal strengthsand weaknesses.Thinking, Problem-Solving andDecision-MakingDiscriminate between fact andopinion.Primary Values: Old Friends, NewFriends (CCEA).Living.Learning.Together. (LLT):Year 7 Green Unit and suggestedstories/further reading/additionalresources.15


Theme 6:Rules, Rights and ResponsibilitiesKey Stage TwoStrand One: Mutual Understanding in theLocal and Wider CommunityStatement of Minimum Requirement: Pupils should be enabled to explore human rights and social responsibility.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesExplore andexamine therules withinour families, friendshipgroups, and at school.Understand theneed for rulesand that they arenecessary forharmony at homeand at school.Examine the links between the class charter and school rules/charter.Take part in a review of school rules (if timely), using the language of children’srights and responsibilities, to develop a school charter.Look at the idea of family charters, based on the pupils’ own or fictional families.Use class reading materials and drama techniques to explore and develop adeeper understanding of roles and rules at home and at school.Managing InformationBegin to challenge conventionsand assumptions.Thinking, Problem-Solving andDecision-MakingMake links between possiblecauses and effects. Explain andjustify methods, opinions andconclusions. Understand morethan one point of view.Living.Learning.Together. (LLT):Years 5, 6 & 7: Blue Unit andsuggested stories/further reading/additional resources.Lift OffMe, You, Everyone(Amnesty International).United Nations Convention on theRights of the Child.Identify the variety ofgroups that exist withinour community andtheir roles andresponsibilities.Collect and collate information regarding the life of the community from a varietyof local sources e.g. newspapers, websites, community facilities and individuals.Visit to or invite representatives from local organisations and employers tofurther develop understanding of community.Self-ManagementSeek help from a variety ofsources.Managing InformationBe able to classify, compare andevaluate information.Being CreativeSeek out problems to solve andchallenge the routine method.Value other people’s ideas.Become more self directed byworking independently or with agroup.Continued on next page16


Theme 6:Rules, Rights and ResponsibilitiesKey Stage TwoStrand One: Mutual Understanding in theLocal and Wider CommunityLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesConsider ourrights andresponsibilities asmembers of thecommunity.Understand thatrules are essentialin an orderedcommunity andthe need fordifferent rules indifferent contexts.Take part in or organise a community event.Take part in campaigning for the rights of others either locally or globallye.g. upgrading local facilities, protecting natural resources, Fair Trade orSend My Friend to School.Further develop understanding of wants and needs in relation to the localcommunity.Investigate the range of local ‘community rules’ e.g. park rules, recycling orlocal club rules.Visit to or invite representatives from local organisations (e.g. council, PSNIor Emergency Services) to further develop understanding of communityrules.Self-ManagementBecome self-directed by workingon their own or with a group.Thinking, Problem-Solving andDecision-MakingDiscriminate between factand opinion and question thereliability of evidence. Examineoptions and weigh up pros andcons.Years 5, 6 and 7 Thematic Units:Liquid GoldFair EnoughActions Speak Louder.Years 5 & 6 ICLs: Where I Liveand The Blue Planet.Years 6 and 7 ICL: Needs andWants.Joined Up (NICIE).www.nicie.orgExamine theeffects of antisocialbehaviour.Use drama and ICT to explore local issues relating to anti-social behavioure.g. littering, graffiti, underage drinking or vandalism.Being CreativeLearn from and build on own andothers’ ideas and experiences.Working with OthersWork with their peers to reachagreement.Appreciate howand why rules andlaws are createdand implemented.Create rules for an imaginary civic society, perhaps linked to fiction e.g.the ideal island in Joined Up (NICIE, p 117).Self-ManagementMake links between theirlearning in different contexts.17


Theme 7:Managing ConflictKey Stage TwoStrand One: Mutual Understanding in the Local and Wider CommunityStatement of Minimum Requirement: Pupils should be enabled to explore the causes of conflict and appropriate responses.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesUnderstand ways inwhich conflict canbe caused by words,gestures symbols oractions.Identify the variety ofgroups that exist withinour community andtheir roles andresponsibilities.Clarify pupils’ understanding of the term ‘Conflict’ – thought shower and groupresponses.Discuss the term ‘conflict’ including possible contributory factors on both sidesi.e. actions and reactions.Explore causes and effects of conflict and its resolution through word, gesture,action and body language including inaction. Use Fishbone Strategy to recordthis information.Teach peer mediation skills that can be used with peers or younger children atplaytime.Practise strategies for managing conflict e.g. ‘win-win’.Use story, poetry, role play and media to raise awareness of personal, local,national and international conflict situations including prejudice, sectarianism,racism and bullying.Collect and collate information regarding the life of the community from a varietyof local sources e.g. newspapers, websites, community facilities and individuals.Visit to or invite representatives from local organisations and employers tofurther develop understanding of community.Managing InformationBe able to ask deeper and widerquestions to clarify the task, toplan and to set goals.Thinking, Problem-Solving andDecision-MakingMake and test predictions,examine evidence and make linksbetween possible causes andeffects.Working With OthersWork with their peers to reachagreements and begin to managedisagreements.Self-ManagementSeek help from a variety ofsources.Managing InformationBe able to classify, compare andevaluate information.Living.Learning.Together. (LLT):Years 5, 6 & 7: Blue Unit.www.peermediation.orgJoined Up: Developing GoodRelations in the School Community.Me, You, Everyone atwww.liftoffschools.comwww.circle-time.co.ukUNCRC.United Nations Convention on theRights of the ChildBeing CreativeSeek out problems to solve andchallenge the routine method.Value other people’s ideas.Become more self directed byworking independently or with agroup.18


Theme 8:Similarities and DifferencesKey Stage TwoStrand One: Mutual Understanding in theLocal and Wider CommunityStatement of Minimum Requirement: Pupils should be enabled to value and celebrate cultural difference and diversity.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesExamine and explorethe different types offamilies that exist,the roles within them,and the differentresponsibilities.Through fiction and non-fiction sources examine the range of family structuresthat exist and develop language to describe families appropriately ... nuclear,extended, foster families. Look at the gender roles within these families.Use Drama Techniques to allow the individuals in these families to ‘speak’.Work in small groups to create lists of qualities/behaviours/abilities associatedwith the roles boys and girls take on in families. Use sentence starters e.g.‘Boys can...’, ‘Boys don’t...’, etc. Use Fact or Opinion to discuss these, raising theissue of stereotyping in families e.g. boys fix things and play football, girls like tocook and look after babies.Thinking, Problem-Solving andDecision-MakingDiscriminate between fact andopinion and question the reliabilityof evidence.Understand more than one pointof view.Examining options and weigh uppros and cons.Living.Learning.Together. (LLT):Years 5, 6 & 7: Indigo Unit andsuggested stories/further reading/additional resources.Thematic Unit: Me Inc.Active Learning and TeachingMethods for Key Stages 1 & 2.Know about aspects ofour cultural heritageincluding the diversityof cultures thatcontribute to NorthernIreland.Use Key Stage 2 short stories from Primary Values to explore identify anddiversity issues or William’s Story from (LLT Year 5 Indigo Unit).Each pupil describes their identity based on culture, religion, sport, skills andinterests etc. Design individual crests or designs to represent each pupil’smultiple identity.Design and create a class diversity quilt (LLT Year 5 Indigo Unit) based on theiridentities.Visit local places of worship, including a range of denominations or faiths.Being CreativeUse all the senses to stimulateand contribute to ideas.Managing InformationBegin to challenge conventionsand assumptions.Primary Values Scrapbook Summer& The First Ship in the Sea (CCEA).Thematic Units: St. Patrick andPeople of Faith, Faith and Light.Visiting Churches DVD atwww.nicurriculum.orgContinued on next page19


Theme 8:Similarities and DifferencesKey Stage TwoStrand One: Mutual Understanding in theLocal and Wider CommunityLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesRecognise thesimilarities anddifferences betweencultures in NorthernIreland, for example,food, clothes, symbolsand celebrations.Acknowledge thatpeople differ in whatthey believe is rightand wrong.Recognise that peoplehave different beliefsthat shape the waythey live.Collect different symbols and emblems which relate to the two main traditionsin Northern Ireland. Group under headings such as sport, politics, music,celebrations etc.With permission from parents, ask pupils to bring in objects that relate to theirown culture e.g. sport tops, musical instruments, religious symbols etc.Create a performance of the ‘First Ship in the Sea’.Organise a ‘come and share’ day where people are invited to share their ‘thenand now’ memories.Explore how Christmas and other winter festivals are celebrated, recognisingsimilarities and differences.Working with OthersWork with peers to reachagreements and begin to managedisagreements.Being CreativeMake ideas real by experimentingwith different designs, actions andoutcomes.Thinking, Problem-Solving andDecision-MakingTry alternative problem solvingsolutions and approaches.Understand more than one pointof view.Managing InformationBegin to challenge conventionsand assumptions.Primary Values (CCEA).Thematic Unit: Festivals of Light.Thematic Unit: Being andBelonging, Year 5.Living.Learning.Together. (LLT):Year 7: Indigo Unit and suggestedstories/further reading/additionalresources.Being CreativeValue other people’s ideas.Continued on next page20


Theme 8:Similarities and DifferencesKey Stage TwoStrand One: Mutual Understanding in theLocal and Wider CommunityLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesDevelop an awarenessof the experiences,lives and cultures ofpeople in the widerworld.Use brochures, news articles from around the world and examine how these areused to influence people to visit different countries.Research events in countries such as Iraq, Iran, Afghanistan, South Africa andhow these can affect people’s lives.Working with OthersWork in different roles in agroup and take responsibility forappropriate tasks.Understand and learn to respondto feedback.LNI NewsdeskNews websiteswww.unicef.org.ukBeing CreativeLearn from and build on own andother’s ideas and experiences.Living.Learning.Together. (LLT):Years 6 and 7: Indigo Unit andsuggested stories/further reading/additional resources.Recognise howinjustice and inequalityaffect people’s lives.Use Fact or Opinion activity to explore issues e.g. young girls should not attendschool and would be better suited to helping in the house.Compare life in Third World countries to life here, particularly for children.Prepare a documentary for ‘Children in Need’ exploring injustice and inequality.Being CreativePose questions that do not havestraightforward answers andseek out problems to solve andchallenge the routine method.Make ideas real by experimentingwith different ideas, actions andoutcomes.BBC Children in Need campaign.Thinking, Problem-Solving andDecision-MakingUse different types of questionssystematically and with purpose.Continued on next page21


Theme 8:Similarities and DifferencesKey Stage TwoStrand One: Mutual Understanding in theLocal and Wider CommunityLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesUnderstand thatdifferences andsimilarities betweenpeople arise from anumber of factorsincluding cultural,ethnic, racial andreligious diversity,gender and disability.Investigate the meaning of racism, sectarianism, sexism, ageism or classismand how they are linked to beliefs.Use a range of strategies to develop pupils’ understanding about beliefs e.g.Spectrum Debate or Sectarian-o-meter to explore if actions are sectarian ornot.Through a story or text examine prejudice and discrimination e.g. The Boy in theStriped Pyjamas.Read a case study on an individual or group who have challenged racism orsectarianism e.g. Ghandi, Mandela, the Peace People.Working with OthersBecome more independent insocial and interpersonal skills.Be willing to help others with theirlearning.Self-ManagementSeek help from a variety ofsources.The Boy in the Striped PyjamasJohn Boyne.22


Theme 9:Learning to Live asMembers of the CommunityKey Stage TwoStrand One: Mutual Understanding in theLocal and Wider CommunityStatement of Minimum Requirement: Pupils should be enabled to playing an active and meaningful part in the life of the community and beingconcerned about the wider environment.LearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesExamine and explore thedifferent types of familiesthat exist, the roleswithin them, and thedifferent responsibilities.Review the number of decisions made in the previous 24 hours and what/whoinfluenced these decisions e.g. what to wear, walk or cycle to school.Use scenarios or stories to discuss the risks of acting on impulse.Discuss strategies for making choices and decisions e.g. Traffic Lights, Stop, Think,Decide.Use Consequence Wheel to examine possible consequences of decisions.Consider and discuss the impact of advertising and other influences on ourchoices, using Choices and Influences card matching (LLT Year 5 Violet Unit)Further develop understanding of wants and needs.Managing InformationBegin to challenge conventionsand assumptions.Thinking, Problem-Solving andDecision-MakingMake and test predictions,examine evidence and make linksbetween possible causes andeffects.Thinking, Problem-Solving andDecision-MakingDiscriminate between fact andopinion and question the reliabilityof evidence.Understand more than one point ofview. Examine options and weighup pros and cons.Living.Learning.Together. (LLT):Years 5, 6 & 7: Indigo Unit andsuggested stories/further reading/additional resources.Thematic Unit: Me Inc.Active Learning and TeachingMethods for Key Stages 1 & 2.ICL: Years 6 & 7 Needs and Wants.Joined Up: Developing GoodRelations in the School Communityavailable on-line in the resourcessections of PD&MU atwww.nicurriculum.org.ukwww.schoolcouncils.orgRecognise theimportance ofdemocratic decisionmaking and activeparticipation at home andin the classroom.Model democratic decision-making in class and school through a variety of votingsystems and other decision making tools e.g. ‘options’ thinking frames.Pupils choose strategies that can be used with friends and family, try them andreport back on their effectiveness.Working with OthersShow that they can work indifferent roles in a group and takeresponsibility for appropriatetasks.23Continued on next page


Theme 9:Learning to Live asMembers of the CommunityKey Stage TwoStrand One: Mutual Understanding in theLocal and Wider CommunityLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesAppreciate theinterdependence ofpeople within ourcommunity.Know aboutthe importanceof democraticdecision-makingand involvement andthe institutions thatsupport it at a locallevel.Use ‘Parts and Wholes’ thinking frame to show how the local community ismade up.Link with topics/themes which focus on interdependence locally or globally.Identify the groups and organisations to which pupils belong; other groupsand organisations in the local community and roles of people within thelocal community.Engage pupils in activities and competitions which highlight local andglobal issues.Pupils find out who local councillors, MLAs and their MP are through localknowledge, the media, election materials or websites such as Who is MyPublic Servant (www.wimps.tv).Meet, question and be questioned by local MLA, MP or councillor.Visit NI Assembly or access information on website.Visit local council offices or access information on website using ‘Plan, Do,Review’ to develop the learning for the above.Thinking, Problem-Solving andDecision-MakingIdentify and order relationshipsthrough a range of strategiessuch as grouping, classifyingand reclassifying.Use different types of questionssystematically and withpurpose.ACTS: Sustainable ThinkingClassrooms. Carol McGuiness(QUB).Active Teaching and LearningMethods at KS 1 & 2.Thematic Unit: Being andBelonging Year 5.Information from the Centre forIntergenerational Practice –link from Year 7.www.wimps.tvwww.niassembly.gov.ukDevelop anunderstanding of ourrole and responsibilityas consumers insociety.Know about the rangeof jobs and workcarried out by differentpeople.Discuss the difference between needs and wants e.g. UNICEF card sortinggame.Learn about Fair Trade, and if possible get involved in promoting/sellingfairly traded goods e.g. in school or at a fair.Find out about jobs in the local community through visits to local producers,factories, businesses and service providers. Use opportunities that arisewhen new building or manufacturing activities occur in the community toextend pupils’ knowledge.Managing InformationBegin to challenge conventionsand assumptions.Develop methods for collatingand recording information, andto select the most appropriatemethod for the task.www.unicef.org.ukThematic Units:Fair Enough?; Money Wise.24Continued on next page


Theme 9:Learning to Live asMembers of the CommunityKey Stage TwoStrand One: Mutual Understanding in theLocal and Wider CommunityLearningIntentionsWe are learning to:Sample Learning ActivitiesThinking Skills andPersonal CapabilitiesSuggested ResourcesKnow about theprocess andpeople involvedin the production,distribution and sellingof goods.Trace a local or global product through the production, distribution and sellingprocess.Managing InformationHave a sense of audience andpurpose.ICL: Years 6 & 7 Needs andWants.STEM: KS2 Thematic Units.www.cafod.org.ukExamine the role ofadvertising at a localand/or a global level.Explore how the mediapresents information.Build on the activity above to explore advertising of a product locally or globally.Choose a local or global product and collect examples of how it is advertised.Analyse the choice of text and images.Compare reports of the same subject matter in a variety of newspapers.Use Fact or Opinion activities to understand bias in the media.Thinking, Problem-Solving andDecision-MakingDiscriminate between fact andopinion and question the reliabilityof evidence.www.fairtrade.org.uk25


Thinking Skills & Personal Capabilities mapped toPDMU themes by Key StageKey Stage 2Managing InformationThemeBe able to ask deeper and wider questions to clarify the task, to plan andto set goals.1 2 4 7Begin to challenge conventions and assumptions. 5 6 8 8 9 9Be able to classify, compare and evaluate information, and to selectthe most appropriate methods for the particular task.Develop methods for collating and recording information andmonitoring progress on a task.4 4 5 6 91 4 9Have a sense of audience and purpose. 4 4 9Thinking, Problem-Solving and Decision-MakingThemeShow the ability to use memory strategies to deepen understanding andcomprehension.Identify and order patterns and relationships through a range of strategiessuch as grouping, classifying and reclassifying, comparing and contrasting.Make and test predictions, examine evidence and make links betweenpossible causes and effects.4a92 4 4 4a 6 7 9Discriminate between fact and opinion and question the reliability of evidence. 2 5 6 8 9 9Explain and justify methods, opinions and conclusions. 6Understand more than one point of view. 2 5 6 8 9Examine options and weigh up pros and cons. 2 5 5 6 8 9Try alternative problem-solving solutions and approaches. 4a 4a 5 8Use different types of questions systematically and with purpose. 4a 8 95


Thinking Skills & Personal Capabilities mapped toPDMU themes by Key StageBeing CreativeThemePose questions that do not have straightforward answers, seek out problemsto solve and challenge the routine method.See opportunities in mistakes and failures. 1 2 3Use all the senses to stimulate and contribute to ideas. 8Experiment with different modes of thinking (e.g., visualisation). 2 3Learn from and build on own and others’ ideas and experiences. 2 2 3 4 5 6 8Value other people’s ideas. 1 2 2 3 3 5 6 8Experiment with objects and ideas in a playful way. 3 8Make ideas real by experimenting with different designs, actions and outcomes. 3 4 8 8Begin to develop their own value judgements about the merits of their work. 36 8Working with OthersThemeBecome more independent in their social and interpersonal skills. 2 4 4a 5 8Show that they can work in different roles in a group and take responsibilityfor appropriate tasks.Be willing to help others with their learning. 1 8Understand and learn to respond to feedback. 8Work with their peers to reach agreements and begin to managedisagreements.3 4 4a 4a 8 92 5 6 7 8Self-ManagementThemeEvaluate what they have learned and compare their approaches with others. 3 4Make links between their learning in different contexts. 3 4 4a 6Become self-directed by working on their own or with a group. 5 6Learn ways to manage their own time. 3Seek help from a variety of sources. 4 4a 5 8Work towards personal targets identified by themselves, or jointly withthe teacher.Be more confident in their knowledge of personal strengths and weaknesses. 1 2 3 4 53 46

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