Progression in Personal Development and Mutual Understanding

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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
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 and 26: Theme 2:Feelings and EmotionsKey St
Page 27 and 28: Theme 3:Learning to LearnKey Stage
Page 29 and 30: Theme 4:Health, Growth and ChangeKe
Page 35: Theme 6:Rules, Rights and Responsib
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

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