Progression in Personal Development and Mutual Understanding

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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
Page 5 and 6: Theme 2:Feelings and EmotionsFounda
Page 7 and 8: Theme 3:Learning to LearnFoundation
Page 9 and 10: Theme 4:Health, Growth and ChangeFo
Page 11 and 12: Theme 4a:SafetyFoundation StageStra
Page 13 and 14: Theme 5:RelationshipsFoundation Sta
Page 15 and 16: Theme 7:Managing ConflictFoundation
Page 17 and 18: Theme 8:Similarities and Difference
Page 19 and 20: Theme 9:Learning to Live asMembers
Page 21 and 22: Thinking Skills & Personal Capabili
Page 23 and 24: Progression in Personal Development
Page 25: Theme 2:Feelings and EmotionsKey St
Page 29 and 30: Theme 4:Health, Growth and ChangeKe
Page 35 and 36: Theme 6:Rules, Rights and Responsib
Page 37 and 38: Theme 7:Managing ConflictKey Stage
Page 45 and 46: Progression in Personal Development
Page 47 and 48: Theme 1:Self AwarenessKey Stage Two
Page 49 and 50: Theme 2:Feelings and EmotionsKey St
Page 51 and 52: Theme 3:Learning to LearnKey Stage
Page 57 and 58: Theme 4a:SafetyKey Stage TwoStrand
Page 59 and 60: Theme 5:RelationshipsKey Stage TwoS
Page 61 and 62: Theme 6:Rules, Rights and Responsib
Page 63 and 64: Theme 7:Managing ConflictKey Stage

Progression in Personal Development and Mutual Understanding

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